The role of teachers in same-/cross-ethnic friendship preferences in elementary school classrooms

Friendships;Cross-ethnic relations;Teacher emotional support;Elementary school

Serdiouk, Marina Ivanovna

关键词: Friendships;    Cross-ethnic relations;    Teacher emotional support;    Elementary school;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/98176/SERDIOUK-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The aims of the present study were to: (1) examine changes in friendship preferences for same- over cross-ethnic peers across the school year among 1st, 3rd, and 5th grade European American and African American children, (2) test the extent to which shifts in these preferences and mean levels of preferences are explained by teacher observed emotional support and self-reported desegregation grouping strategies, (3) examine grade and ethnic differences in the relations between teacher emotional support and desegregation grouping strategies and children’s preferences for same- over cross-ethnic friendships, and (4) test whether friendship preferences for same- over cross-ethnic peers vary as a function of student grade, ethnicity, and numerical ethnic minority status in the classroom. The results revealed that, on average, European American and African American children’s preferences for same- over cross-ethnic friendships remained stable over the school year. Teacher emotional support was negatively associated with mean levels of same-ethnic friendship preferences among fifth graders only. Teacher desegregation grouping strategies were positively associated with mean levels of same-ethnic friendship preferences among 5th grade European American‒but not African American‒students. No significant grade differences were evident in children’s preferences for same- over cross-ethnic friendships. However, there was a descriptive indication that first grade African American children displayed lower same-ethnic friendship preferences than third or fifth grade African American students. Further, African American first graders reported lower same-ethnic friendship preferences than European American first graders. Student numerical ethnic minority status in the classroom was unrelated to same-ethnic friendship preferences among both European and African American students.