The University of Alabama, Box 870216, Tuscaloosa, AL 34587-0216, USA.
Am J Orthopsychiatry. 2013 Apr-Jul;83(2 Pt 3):231-43. doi: 10.1111/ajop.12026.
The purpose of this study was to examine the interactive effects that a child's race and the racial composition of a classroom have on a variety of sociometric measures. Sociometric nominations were collected from 872 fifth-grade students (48% male, 48% Black) who were in classrooms that ranged from nearly all Black to nearly all White students. Hierarchical Linear Modeling analyses indicated that the race of the child, the race of the rater, and the classroom race composition each impacted sociometric nominations. Results suggest that schools that are more balanced in the distribution of Black and White students might promote more positive interracial peer relationships. However, opportunities to be highly liked and to be perceived as a leader might be greatest in a school in which the child is in the clear racial majority.
本研究旨在考察儿童的种族和班级种族构成对多种社交计量测量的交互影响。从 872 名五年级学生（48%为男性，48%为黑人）中收集了社交计量提名，这些学生所在的班级学生构成从几乎全是黑人到几乎全是白人学生不等。分层线性建模分析表明，儿童的种族、评价者的种族以及班级的种族构成都对社交计量提名产生了影响。研究结果表明，在分布上更加平衡的黑人和白人学生的学校可能会促进更积极的跨种族同伴关系。然而，在一个孩子处于明显多数种族的学校中，孩子可能会有更多的机会被高度喜欢和被视为领导者。
