Children's and Adolescents’ Cross‐Ethnic Friendships

Jugert, Philipp; Feddes, Allard R.

doi:10.1002/9781118773123.ch18

Cited by 12 publications

(11 citation statements)

References 101 publications

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“…Our most important finding was that peer's ethnicity matters for peer influence effects on ERI content. This finding is not only consistent with the SIT perspective but also supports the notion that same‐ and cross‐ethnic friends serve different functions (Chen & Graham, ; Jugert & Feddes, ). Our findings also support previous research that same‐ethnic friendships are more relevant than cross‐ethnic friendships for ERI development (Kiang & Fuligni, ; Syed & Juan, ).…”

Section: Discussionsupporting

confidence: 87%

Differential Influence of Same‐ and Cross‐Ethnic Friends on Ethnic‐Racial Identity Development in Early Adolescence

2019

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Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same-and cross-ethnic friends on ERI attachment and private regard. Data were drawn from six ethnically diverse schools in Western Germany (N = 1,349; M age = 13.3). Our results provide empirical evidence for early adolescents' ERI being influenced by same-but less by cross-ethnic friends. Considering peers' ethnicity therefore is crucial for understanding peer influence on ERI development.

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Section: Discussionsupporting

confidence: 87%

Differential Influence of Same‐ and Cross‐Ethnic Friends on Ethnic‐Racial Identity Development in Early Adolescence

2019

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“…A positive intergroup climate in the classroom was also associated with more cross-ethnic friendships (Jugert, Noack & Rutland, 2011;Schachner et al, 2015). In line with contextual frameworks of development (e.g., García Coll et al 1996;Spencer, 2006) and following calls from the field that more attention should be paid to the larger social context when studying effects of cross-ethnic friendships (Jugert & Feddes, 2017), we assessed the perceived intergroup climate (i.e., support for relationships between ethnic majority and minority youth) in the classroom as an additional factor that may alter the moderating effects of cross-ethnic friendships.…”

Section: Classroom Climatementioning

confidence: 63%

Help or hindrance? Minority versus majority cross-ethnic friendships altering discrimination experiences

Brenick

Schachner

Jugert

2018

Journal of Applied Developmental Psychology

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We examined the interplay between perceived ethnic discrimination (PED) as a risk factor, and cross-ethnic friendships as a protective factor in culturally diverse classrooms, and how they relate to the socioemotional adjustment of ethnic minority boys and girls. We conducted multi-level analyses of 327 Turkish-heritage ethnic minority early-adolescents in Germany (62 classrooms; Mage=11.59 years, SDage=0.76). Higher rates of PED were associated with more depressive symptoms and disruptive behaviors and lower general life satisfaction-though these effects differed by gender. Unexpectedly, cross-ethnic friendships with ethnic majority peers exacerbated the negative effects of PED on socioemotional adjustment. This effect was decreased, though, when adolescents perceived the classroom climate to be supportive of intergroup contact toward majority-minority cross-ethnic friendships. Supportive classroom climate also buffered the effects of PED for youth with minority cross-ethnic friends. Results indicate the need to differentiate types of cross-ethnic relationships and account for the intergroup climate.

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“…Besides cognitive factors (e.g., perceived similarities; Stathi, Cameron, Hartley, & Bradford, 2014), emotional factors have been identified as a key psychological mechanism that explains the positive impact of intergroup contact and cross-group friendships on children (see Cameron & Turner, 2016, for a review; Jugert & Feddes, 2017; Tropp & Ramiah, 2017). Research shows that different forms of positive contact (e.g., direct contact, cross-group friendships, extended and imagined contact) improve children’s attitudes towards a variety of outgroups partially by reducing anxiety (e.g., Turner, Hewstone, & Voci, 2007) and increasing empathy (Swart, Hewstone, Christ, & Voci, 2011).…”

Section: How “We” Feel About “Them”mentioning

confidence: 99%

Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

Guerra

Waldzus

Lopes

et al. 2020

Group Processes & Intergroup Relations

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This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White ( N = 113) and Black ( N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.

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Children's and Adolescents’ Cross‐Ethnic Friendships

Abstract: A little boy in the South was playing with the child of the washerwoman. Everything was going smoothly until a neighbor White child called over the fence, "Look out, you'll catch it." "Catch what?" asked the first White child. "Catch the black. You'll get colored, too."

Cited by 12 publications

References 101 publications

Differential Influence of Same‐ and Cross‐Ethnic Friends on Ethnic‐Racial Identity Development in Early Adolescence

Differential Influence of Same‐ and Cross‐Ethnic Friends on Ethnic‐Racial Identity Development in Early Adolescence

Help or hindrance? Minority versus majority cross-ethnic friendships altering discrimination experiences

Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

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