Classroom Racial Composition and Children's Friendships
Classroom Racial Composition and Children's Friendships
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课堂种族构成与儿童友谊
DOI：
10.1093/sf/61.1.56
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发表时间：
1982
期刊：
影响因子：
4.8
通讯作者：
M. Hallinan
中科院分区：
文献类型：
--
作者：
M. Hallinan
本文报道了一项研究的结果，该研究考察了黑人和白色学生在种族构成不同的教室中对同种族和跨种族友谊的选择。在6所学校的20个废除种族隔离的教室样本中，无论教室的种族构成如何，黑人在选择朋友时表现出比白人更强的种族隔离倾向。在以白色为主体的教室里，黑人和白人在友谊中的融合程度最高。白人的种族隔离在学年中有所减少，而黑人的种族隔离保持不变。研究发现，黑人对这两个种族都比白人友好，其中黑人和白色友好程度的最大差异发生在大多数白色教室。结果说明了一些复杂的方式，在课堂上的种族组成影响种族间友谊的形成。
This paper reports the results of a study examining the same-race and cross-race friendship choices of black and white students in classrooms that differ in racial composition. In a sample of 20 desegregated classrooms in 6 schools, blacks showed a stronger tendency than whites to segregate racially in the selection of friends regardless of the racial composition of the classroom. Both blacks and whites were most integrated in their friendships in majority white classrooms. Segregation by whites decreased over the school year while black segregation remained constant. Blacks were found to be friendlier toward both races than whites with the greatest difference in black and white friendliness occurring in majority white classrooms. The results illustrate some of the complex ways in which classroom racial composition affects the formation of interracial friendships.