title: Children's cross-ethnic relationships in elementary schools: concurrent and prospective associations between ethnic segregation and social status.
abstract: 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.
authors.affiliation: Oberlin College, Oberlin, OH, USA. twilson@oberlin.edu
authors.forename: Travis M
authors.initials: TM
authors.lastname: Wilson
authors.forename: Philip C
authors.initials: PC
authors.lastname: Rodkin
mesh_terms: D001741:Black or African American; D002648:Child; D003431:Cross-Cultural Comparison; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D015146:Midwestern United States; D008962:Models, Theoretical; D010379:Peer Group; D063505:Racism; D012574:Schools; D012923:Social Class; D012931:Social Environment; D013334:Students / Q000523:psychology; D044465:White People