title: African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior.
abstract: 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.
authors.affiliation: Wolfe School, University of Illinois, Champaign, IL 61820, USA. wilson2@illinois.edu
authors.forename: Travis
authors.initials: T
authors.lastname: Wilson
authors.forename: Philip C
authors.initials: PC
authors.lastname: Rodkin
mesh_terms: D001741:Black or African American / Q000523:psychology*; D002648:Child; D018864:Cultural Diversity; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008960:Models, Psychological; D010379:Peer Group; D011287:Prejudice; D012929:Psychological Distance; D012574:Schools; D012919:Social Behavior; D012931:Social Environment; D012933:Social Identification; D012963:Sociometric Techniques; D044465:White People / Q000523:psychology*