The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships. (October 2017)

• Record Type: Journal Article
• Authors: Cappella, Elise; Hughes, Diane L.; McCormick, Meghan P.
• Is Part Of: Journal of early adolescence. Volume 37:Number 8(2017)
• Page Start: 1093
• Page End: 1124
• Publication Date: 2017-10
• Subjects: cross-race friendship -- classroom support -- psychosocial development -- teacher differential treatment; Adolescence -- United States -- Periodicals; Adolescent -- Periodicals; Adolescence -- États-Unis -- Périodiques; 305.235
• DOI: 10.1177/0272431616648454
• Languages: English
• ISSNs: 0272-4316

Abstract

Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research.