African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior.
African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior.
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不同小学课堂中的非洲裔美国和欧洲裔美国儿童：社会融合、社会地位和社会行为。
DOI：
10.1111/j.1467-8624.2011.01634.x
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发表时间：
2011
影响因子：
4.6
通讯作者：
Rodkin,PhilipC
中科院分区：
文献类型：
--
作者：
Wilson,Travis;Rodkin,PhilipC
以非洲裔美国人和欧洲裔美国人的三年级和四年级儿童（N=486，年龄8-11岁）为样本，这项研究考察了课堂种族组成，同伴社会地位（即， 社会偏好和由相同和跨种族同行提名的感知受欢迎度），以及种族隔离模式（即，友谊、同伴群体和跨种族厌恶）。非裔美国人（但不是欧裔美国人）的儿童关系更加隔离，并且当他们的同种族同学较少时，他们更不受跨种族同龄人的欢迎。非裔美国儿童的隔离与同种族的社会偏好和感知的受欢迎程度以及跨种族感知的受欢迎程度呈正相关。欧洲裔美国儿童的隔离与同种族社会偏好呈正相关，但与跨种族社会偏好和感知受欢迎程度呈负相关。
With a sample of African American and European American 3rd‐ and 4th‐grade children (N=486, ages 8–11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same‐ and cross‐ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross‐ethnicity dislike). African American—but not European American—children had more segregated relationships and were more disliked by cross‐ethnicity peers when they had fewer same‐ethnicity classmates. African American children’s segregation was positively associated with same‐ethnicity social preference and perceived popularity and with cross‐ethnicity perceived popularity. European American children’s segregation was positively associated with same‐ethnicity social preference but negatively associated with cross‐ethnicity social preference and perceived popularity.