Race, school integration, and friendship segregation in America
Race, school integration, and friendship segregation in America
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DOI：
10.1086/338954
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发表时间：
2001-11-01
影响因子：
4.4
通讯作者：
Moody, J
中科院分区：
文献类型：
--
作者：
Moody, J
如果友谊属于种族范畴，那么混合学校可能仍然存在实质上的种族隔离。利用接触理论，本研究在全国青少年友谊网络样本中检验学校组织是否影响友谊隔离。结果表明，友谊隔离在中等异质性学校中达到峰值，但在异质性最高的学校中下降。根据接触理论，在学校里，课外活动是整合的，等级紧密地联系着友谊，种族融合在一起，友谊隔离不那么明显。异质性与友谊隔离之间的普遍正相关表明，建立在将少数民族集中在大型学校的整合策略可能会加剧友谊隔离。
Integrated schools may still be substantively segregated if friendships fall within race. Drawing on contact theory, this study tests whether school organization affects friendship segregation in a national sample of adolescent friendship networks. The results show that friendship segregation peaks in moderately heterogeneous schools but declines at the highest heterogeneity levels. As suggested by contact theory, in schools where extracurricular activities are integrated, grades tightly bound friendship, and races mix within tracks, friendship segregation is less pronounced. The generally positive relation between heterogeneity and friendship segregation suggests that integration strategies built on concentrating minorities in large schools may accentuate friendship segregation.