Peer preferences (determined by both positive and negative sociometric choices) and perceptions of African-American and White children attending either majority White or majority African-American classrooms were examined. Results indicate that classroom racial minority status (i.e., being in a classroom in which most classmates are of a different race) is associated with peer rejection of girls but not of boys. Correlates of peer preferences differed for children in majority White versus African-American classes, providing support for the subjective culture hypothesis. Implications of these findings for girls' peer relations and for educational practices regarding classroom racial proportions are discussed.Studies of children's social interactions in racially integrated peer groups have consistently reported greater preferences for peers of the same race
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