Ethnicity, Race, and Children's Social Development

Quintana, Stephen M.

doi:10.1002/9781444390933.ch16

Cited by 9 publications

(13 citation statements)

References 45 publications

(64 reference statements)

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“…Initiating relationships across ethnic boundaries can often provoke discomfort and lead children to feel less secure in diverse school environments (Schofield, ). Yet, although there are unique challenges associated with developing cross‐ethnic friendships (Aboud, Mendelson, & Purdy, ; Quintana, ), there are many social benefits to be gained from them. Friendships help children and adolescents to navigate their social worlds (Bagwell & Schmidt, ), 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, ; Kawabata & Crick, ).…”

Section: Peer Norms As Predictors Of Children's Intergroup Experiencesmentioning

confidence: 99%

“…Peers from one's own group become important sources of social information as children move toward adolescence, including how one should evaluate and interact with peers from other groups (Nesdale, ; Nesdale, Maass, Durkin, & Griffiths, ). As children grow older and gain greater understanding of intergroup dynamics, they become increasingly aware of the social consequences associated with forming cross‐ethnic friendships (Kawabata & Crick, ; Quintana, ) and motivated to follow norms that demonstrate loyalty to their own groups (Abrams, Rutland, Pelletier, & Ferrell, ). As such, during the transition from childhood to adolescence, perceiving disapproval of cross‐ethnic relations from one's peers can damage interethnic attitudes and relations (Bukowski, Newcomb, & Hartup, ; Nesdale & Lawson, ; Nesdale et al., ), whereas perceiving supportive norms for cross‐ethnic relations from peers can promote more positive interethnic attitudes and a greater willingness to develop cross‐ethnic friendships (De Tezanos‐Pinto, Bratt, & Brown, ; Feddes, Noack, & Rutland, ; Gómez, Tropp, & Fernandez, ; McGlothlin, Edmonds, & Killen, ).…”

Section: Peer Norms As Predictors Of Children's Intergroup Experiencesmentioning

confidence: 99%

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How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth

et al. 2016

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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.

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Section: Peer Norms As Predictors Of Children's Intergroup Experiencesmentioning

confidence: 99%

Section: Peer Norms As Predictors Of Children's Intergroup Experiencesmentioning

confidence: 99%

How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth

et al. 2016

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“…This is particularly valid for adolescents who are very sensitive to social comparisons. Immigrant adolescents with strong ethnic identities are more likely to experience stress and to report episodes of discrimination by majority group members who may perceive them as not sufficiently oriented toward the receiving culture (Lee et al, 2010;Quintana, 2010;Rivas-Drake et al, 2014;Verkuyten & Brug, 2002;Yip, Gee, & Takeuchi, 2008). For instance, Quintana (2010) argued that youth with a strong EIC are more likely to use ethnicity as an explanation for unfair treatment.…”

Section: Ethnic Identity and Acculturative Stressmentioning

confidence: 99%

“…Previous studies analyzed the impact of demographic, psychological, cultural, and social factors on immigrants' acculturative stress (Lueck & Wilson, 2011). Among the psychological factors, one important variable that can exert both direct and indirect effects on acculturative stress is ethnic identity (Quintana, 2010). However, to date, only a few studies have specifically analyzed the association between ethnic identity and acculturative stress, as well as the role of possible mediating variables in this relationship (Kunst & Sam, 2013;Lee, Steinberg, & Piquero, 2010).…”

Section: Introductionmentioning

confidence: 99%

Relationships Between Ethnic Identity, Ethnic Attitudes, and Acculturative Stress in Tunisian Individuals in Early and Middle Adolescence

Musso

Inguglia

Coco

2016

The Journal of Early Adolescence

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Framed from an integrative approach, the current article examined the associations between ethnic identity exploration (EIE), ethnic identity commitment (EIC), and acculturative stress by investigating the mediating role of ethnic attitudes (i.e., in-group favoritism and out-group derogation) in these relationships. Additionally, the moderating role of age was analyzed. A multiple-group path analysis was performed on data collected from 256 Tunisians in early and 248 in middle adolescence living in Italy, which is an interesting and understudied immigrant group characterized by similarities and differences with the host population. In younger adolescents, EIE and EIC were indirectly and positively related to acculturative stress via the mediating role of in-group favoritism and out-group derogation. In older adolescents, EIE was related to higher levels of EIC, which, in turn, was predictive of acculturative stress. The findings are discussed in light of the theoretical framework, research context and limitations, and implications for practice are presented

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“…Research shows that children start to construct stronger schemas about social categories such as race and gender and hold a clear understanding of these categories by the age of 10 (Quintana, 2011). Hence, we focused on early adolescent students (aged 11) who started secondary school at the time of measurement.…”

Section: Control Variablesmentioning

confidence: 99%

Cross-ethnic friendships: Are they really rare? Evidence from secondary schools around London

Bağcı¹,

Kumashiro²,

Smith³

et al. 2014

International Journal of Intercultural Relations

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This study examined current cross-ethnic friendship patterns in secondary schools around London, UK, and the effects of ethnic group and ethnic diversity on cross-ethnic friendship selection and quality. Questionnaires including self-report ethnic group definitions and measures of same-/cross-ethnic friendship numbers, along with the quality of 3 best crossethnic friends, were distributed to 684 Year 7 (aged 11) British students (256 White European, 63 Middle Easterner, 118 Black, 247 South Asian) recruited from 9 multi-ethnic secondary schools (37 classrooms) in Greater London. In contrast to most previous research which suggested the relative rarity of cross-ethnic friendships, findings showed that crossethnic friendships were in fact frequent and of high quality, outnumbering same-ethnic friendships for all ethnic groups.After controlling for gender, classroom gender composition, percentage of available same-ethnic peers, ethnic identity and perceived discrimination, classroom ethnic diversity still had a marginally positive effect on cross-ethnic friendship selection, but had no effect on cross-ethnic friendship quality. White British children reported higher cross-ethnic friendship selection and lower cross-ethnic friendship quality compared to other ethnic groups, but this depended on classroom ethnic diversity. Implications of the findings are discussed in the light of intergroup contact and friendship theories. We conclude that research on cross-ethnic friendships is crucial in providing insights into how integration at the social level starts during early childhood in modern multi-ethnic settings like London secondary schools.

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Ethnicity, Race, and Children's Social Development

Cited by 9 publications

References 45 publications

How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth

How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth

Relationships Between Ethnic Identity, Ethnic Attitudes, and Acculturative Stress in Tunisian Individuals in Early and Middle Adolescence

Cross-ethnic friendships: Are they really rare? Evidence from secondary schools around London

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