Department of Child Development, California State University, Dominguez Hills.
Department of Education, University of California, Los Angeles.
Dev Psychol. 2021 Dec;57(12):2134-2149. doi: 10.1037/dev0001263.
The current study examined the developmental trajectory of same-race friendship preference of racially/ethnically diverse students over the course of middle school. Participants were African American, Asian, Latinx, and White youth recruited at the start of middle school in 6th grade (N = 4,361; = 11.33 years) and followed across the 3 years of middle school. School racial/ethnic diversity and the racial/ethnic representation of students in their academic classes, including honors classes, were examined as predictors of friendship preferences over time. Results from latent growth curve models revealed that same-race friendship preference increased over the course of middle school and was shaped by both the school and classroom racial/ethnic context, above and beyond availability. Greater school racial/ethnic diversity predicted steeper increases in same-race friendship preference over time for all racial/ethnic groups. However, there were interactions involving race/ethnicity when the analyses focused on how students were represented in their academic classes compared with school. African American and Asian youth who were underrepresented in honors classes showed steeper increases in same-race friendship preference over time. Implications for prejudice reduction and creating more inclusive school environments are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
本研究考察了种族/民族多样化学生在中学期间对同种族友谊偏好的发展轨迹。参与者为非洲裔美国人、亚裔、拉丁裔和白人青少年，他们在 6 年级（N=4361；平均年龄为 11.33 岁）开始时被招募，并在整个中学 3 年期间进行跟踪。研究考察了学校种族/民族多样性以及学生在其学业课程（包括荣誉课程）中的种族/民族代表性，作为随时间推移的友谊偏好的预测因素。潜在增长曲线模型的结果表明，同种族友谊偏好随着中学阶段的发展而增加，并且受到学校和课堂种族/民族环境的影响，这超越了其可得性。学校种族/民族多样性的增加预测了所有种族/民族群体的同种族友谊偏好随时间的增长更为陡峭。然而，当分析侧重于学生在学业课程中的代表性与学校的关系时，种族/民族的相互作用也会出现。在荣誉课程中代表性不足的非裔美国人和亚裔青少年在同种族友谊偏好方面的增长更为陡峭。讨论了减少偏见和创造更具包容性的学校环境的意义。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
