Knifsend Casey A, Juvonen Jaana
University of California, Los Angeles.
Child Dev. 2014 Mar-Apr;85(2):709-21. doi: 10.1111/cdev.12157. Epub 2013 Sep 9.
This study investigated contextual antecedents (i.e., cross-ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out-of-school sports, religious affiliations, and peer crowds, the ethnically diverse sample (N = 622; Mage in seventh grade = 12.56) showed moderately high complexity. Social identity complexity mediated the link between cross-ethnic friendships and ethnic intergroup attitudes, but only when adolescents had a high proportion of cross-ethnic peers at school. Results are discussed in terms of how school diversity can promote complex social identities and positive intergroup attitudes.
本研究调查了七年级学生社会身份复杂性的背景前因（即跨种族同龄人及朋友）和相关因素（即群体间态度）。社会身份复杂性指的是青少年所认同的社会群体之间的感知重叠。这个种族多样化的样本（N = 622；七年级学生的平均年龄 = 12.56岁）主要认同校外体育运动、宗教信仰和同龄人圈子，呈现出中等偏高的复杂性。社会身份复杂性在跨种族友谊与种族间群体态度之间起到了中介作用，但这仅在青少年在学校有较高比例的跨种族同龄人时成立。研究结果从学校多样性如何促进复杂的社会身份和积极的群体间态度方面进行了讨论。
