The Role of Cross-Racial/Ethnic Friendships in Social Adjustment

Autor/inn/en	Kawabata, Yoshito; Crick, Nicki R.
Titel	The Role of Cross-Racial/Ethnic Friendships in Social Adjustment
Quelle	In: Developmental Psychology, 44 (2008) 4, S.1177-1183 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/0012-1649.44.4.1177
Schlagwörter	African American Students; Friendship; Social Adjustment; Grade 4; Asian American Students; Leadership Qualities; Racial Relations; Correlation; Ethnicity; Hispanic American Students; Elementary School Students; Racial Differences; Environmental Influences; White Students; Child Development; Peer Relationship + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Freundschaft; Soziale Anpassung; School year 04; 4. Schuljahr; Schuljahr 04; Asian immigrant; United States; Asiatischer Einwanderer; USA; Führungseigenschaft; Korrelation; Ethnizität; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Environmental influence; Umwelteinfluss; Kindesentwicklung; Peer-Beziehungen
Abstract	The purpose of this study was to examine the frequency and correlates of cross-racial/ethnic friendships. The sample consisted of 509 (188 African American, 135 European American, 106 Asian American, and 80 Latino) children in 4th grade from 39 classrooms in several public elementary schools. The authors hypothesized that (a) the frequency of cross-racial/ethnic friendships would be different across races/ethnicities and (b) these friendships would be uniquely associated with social adjustment (relational inclusion, leadership). Results showed that European American children displayed a higher frequency of cross-racial/ethnic friendships than African American children. Compared with the sample average, Latino children exhibited a lower frequency of these friendships. Further, findings revealed that children who formed cross-racial/ethnic friendships were more likely to be viewed as relationally inclusive and possessing leadership skills by teachers. Overall, the results showed that cross-racial/ethnic friendships were associated with positive developmental outcomes and that future studies that examine how these friendships are formed and maintained, and how these pathways are related to social adjustment, are warranted. (Contains 3 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10