DuBois D L, Hirsch B J
University of Illinois, Urbana-Champaign.
Child Dev. 1990 Apr;61(2):524-36. doi: 10.1111/j.1467-8624.1990.tb02797.x.
This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns.
本研究调查了292名就读于一所混合初中的黑人和白人儿童的校内及邻里友谊情况。大多数学生报告称有一个亲密的其他种族的校内朋友，但样本中只有28%的学生在校外经常与这样的朋友见面。与白人相比，黑人学生以及居住在混合社区而非隔离社区的儿童中，报告称跨种族校内友谊延伸至校外环境的情况更为普遍。在其他友谊变量上也发现了报告的友谊行为中的种族差异。与白人相比，黑人报告的邻里友谊网络更广泛，但表示他们在上学日与朋友交谈的次数较少。此外，该研究重复了之前的研究结果，即白人女孩比白人男孩报告得到更多的同伴社会支持，但在黑人中未发现同伴支持方面的性别差异。讨论强调了学校/非学校生态的重要性以及对白人和黑人儿童友谊模式进行进一步比较研究的必要性。
