Intergroup Contact and Evaluations of Race-Based Exclusion in Urban Minority Children and Adolescents

Autor/inn/en	Ruck, Martin D.; Park, Henry; Killen, Melanie; Crystal, David S.
Titel	Intergroup Contact and Evaluations of Race-Based Exclusion in Urban Minority Children and Adolescents
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 6, S.633-643 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-010-9600-z
Schlagwörter	Minority Group Children; Adolescents; Urban Areas; Racial Factors; Racial Bias; Racial Relations; Low Income Groups; Grade 4; Grade 7; Grade 10; Hispanic Americans; African Americans; Public Schools; Interviews; Vignettes; Peer Acceptance; Rejection (Psychology); Stereotypes; Age Differences; Gender Differences; Context Effect + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Stadtregion; Racial discrimination; Rassismus; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Hispanic; Hispanoamerikaner; Afroamerikaner; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Ablehnung; Klischee; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	There is a dearth of published research on the role of intergroup contact on urban US ethnic minority children's and adolescents' evaluations of racial exclusion. The current investigation examined these issues in a sample of low-income minority 4th, 7th, and 10th grade (N = 129, 60% female) African American and Latino/a students attending predominately racial and ethnic minority US urban public schools. Using individual interviews, participants were presented with scenarios depicting three contexts of interracial peer exclusion (lunch at school, a sleepover party, and a school dance). Novel findings were that intergroup contact was significantly related to low-income urban ethnic minority youth's evaluations of the wrongfulness of race-based exclusion and their awareness of the use of stereotypes to justify racial exclusion. Further, significant interactions involving intergroup contact, context, age, and gender were also found. Findings illustrated the importance of intergroup contact for ethnic minority students and the complexity of ethnic minority children's and adolescents' judgments and decision-making about interracial peer exclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10