Children’s cross-ethnic relations in contemporary elementary schools: Concurrent and prospective associations between ethnic segregation and social status

Abstract

This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9–11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and cool. Among African Americans, fall segregation predicted declines in cross-ethnicity (European American) acceptance and same-ethnicity rejection, and increases in same-ethnicity acceptance and perceived coolness. For European American children, fall segregation predicted declines in cross-ethnicity (African American) acceptance and increases in cross-ethnicity rejection. Results indicate that segregation induces asymmetric changes in social status for African American and European American children.

Publisher

Wiley

Publication Date

1-1-2013

Publication Title

Child Development

Department

Psychology

Document Type

Article

DOI

https://dx.doi.org/10.1111/cdev.12020

Language

English

Format

text

Link to Full Text

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