Children’s cross-ethnic relations in contemporary elementary schools: Concurrent and prospective associations between ethnic segregation and social status
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.
Wilson, T.M. and P.C. Rodkin. May/June 2013. “Children’s cross-ethnic relations in contemporary elementary schools: Concurrent and prospective associations between ethnic segregation and social status.” Child Development 84(3): 1081-1097.