We are grateful to the children, teachers, and school principals who participated in and contributed to this project. We thank Carolyn Anderson, Dov Cohen, Allison Ryan, Brendesha Tynes, and the anonymous reviewers for their thoughtful feedback on previous drafts of this manuscript. We thank the students at Oberlin College who worked to prepare data for analysis: Rebecca Brown, Katherine Lemoine, Caroline Martin, Maya Matalon, Emily Neuhoff, Yue Tang, Michaela Turnbull, and Robert Yu. This research was supported by grants to the second author from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03 HD48491-01) and the Spencer Foundation (Small Grant #20050079).
Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations Between Ethnic Segregation and Social Status
Version of Record online: 21 NOV 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 3, pages 1081–1097, May/June 2013
How to Cite
Wilson, T. M. and Rodkin, P. C. (2013), Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations Between Ethnic Segregation and Social Status. Child Development, 84: 1081–1097. doi: 10.1111/cdev.12020
- Issue online: 8 MAY 2013
- Version of Record online: 21 NOV 2012
- Eunice Kennedy Shriver National Institute of Child Health and Human Development. Grant Number: R03 HD48491-01
- Spencer Foundation. Grant Number: 20050079
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.