Children's cross-ethnicity relations in elementary schools: concurrent and prospective associations between ethnic segregation and social status

Wilson, Travis M.

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https://hdl.handle.net/2142/24390 Copy

Description

Title

Children's cross-ethnicity relations in elementary schools: concurrent and prospective associations between ethnic segregation and social status

Author(s)

Wilson, Travis M.

Issue Date

2011-05-25T14:37:26Z

Director of Research (if dissertation) or Advisor (if thesis)

Rodkin, Philip C.

Doctoral Committee Chair(s)

Rodkin, Philip C.

Committee Member(s)

• Ryan, Allison M.
• Anderson, Carolyn J.
• Cohen, Dov
• Tynes, Brendesha

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Children's inter-group peer relations
• ethnic segregation and social status

Abstract

This longitudinal study inquired into African American (n = 402) and European American (n = 311) children’s patterns of peer group segregation, cross-ethnicity dislike, and social status in 4th and 5th grade classrooms. Primary study questions asked whether ethnic segregation is concurrently (i.e., Fall) and/or prospectively (i.e., Fall to Spring) associated with social preference and perceived popularity as viewed by same- and cross-ethnicity classmates. African Americans, as compared to European Americans, had more segregated peer groups yet evidenced less cross-ethnicity dislike. Compelling evidence indicated that (a) segregation has social costs and social benefits for both ethnic groups and (b) segregation is a mechanism for change in social status. In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms.

Graduation Semester

2011-05

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http://hdl.handle.net/2142/24390

Copyright and License Information

Copyright 2011 Travis M. Wilson

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