COES
How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth
Revista Académica
Año de Publicación: 2015

Initiating relationships across ethnic boundaries can often provoke discomfort and lead children to feel less secure in diverse school environments (Schofield, 2001). Yet, although there are unique challenges associated with developing cross-ethnic friendships (Aboud, Mendelson, & Purdy, 2003; Quintana, 2011), there are many social benefits to be gained from them. Friendships help children and adolescents to navigate their social worlds (Bagwell & Schmidt, 2011), and cross-ethnic friendships uniquely contribute to children’s social adjustment in ways beyond what can be achieved through same-ethnic friendships (Graham, Munniksma, & Juvonen, 2014; Kawabata & Crick, 2008). Research with adolescents and adults also shows that as people gain experience in cross-ethnic friendships, they become more comfortable and open to engaging in future cross-ethnic contact (Tropp & Al Ramiah, 2016). Greater research is therefore needed to understand the factors that can promote and enhance children’s intergroup experiences.

Otros Autores: Tropp. L.; O'Brien, T.; Valdenegro, D.; Migacheva, K.; Cayul, O.
Medio de publicación: Child Development
Como citar: Tropp, L. R., O'Brien, T. C., González, R., Valdenegro, D., Migacheva, K., De Tezanos-Pinto, P., Berguer, C., Cayul, O. (2016). How school norms, peer norms, and discrimination predict interethnic experiences among ethnic minority and majority youth. Child Development, 87 (5), 1436-1451. Disponible con DOI: 10.1111/cdev.12608

This research tests how perceived school and peer norms predict interethnic experiences among ethnic minority and majority youth. With studies in Chile (654 nonindigenous and 244 Mapuche students, M = 11.20 and 11.31 years) and the United States (468 non-Hispanic White and 126 Latino students, M = 11.66 and 11.68 years), cross-sectional results showed that peer norms predicted greater comfort in intergroup contact, interest in cross-ethnic friendships, and higher contact quality, whereas longitudinal results showed that school norms predicted greater interest in cross-ethnic friendships over time. Distinct effects of school and peer norms were also observed for ethnic minority and majority youth in relation to perceived discrimination, suggesting differences in how they experience cross-ethnic relations within school environments.