Hallinan M T, Teixeira R A
Department of Sociology, University of Notre Dame, IN 46556.
Child Dev. 1987 Oct;58(5):1358-71. doi: 10.1111/j.1467-8624.1987.tb01464.x.
In this article, we examine the effects of classroom characteristics on the interracial friendliness of students in desegregated classrooms. We argue that social psychological processes that affect cross-race sociability are set in motion by the classroom climate, the organization of instruction, and the class racial composition. The effects of these variables on the likelihood of cross-race friendships are observed in longitudinal data from 455 students in 16 fourth- through seventh-grade desegregated classrooms. The results show that classroom characteristics associated with "status-leveling" effects operate differently for black and white students. Ability grouping influences the interracial sociability of white students more than that of blacks, while the academic status of peers affects the cross-race friendships of blacks more than of whites. Race differences in the effects of classroom climate on interracial friendships are also observed.
在本文中，我们研究了课堂特征对取消种族隔离的课堂中学生跨种族友好程度的影响。我们认为，影响跨种族社交能力的社会心理过程是由课堂氛围、教学组织和班级种族构成所引发的。这些变量对跨种族友谊可能性的影响在来自16个四至七年级取消种族隔离课堂的455名学生的纵向数据中得到了观察。结果表明，与“地位平等化”效应相关的课堂特征对黑人和白人学生的影响有所不同。能力分组对白人学生跨种族社交能力的影响大于对黑人学生的影响，而同伴的学业地位对黑人学生跨种族友谊的影响大于对白人学生的影响。我们还观察到课堂氛围对跨种族友谊影响方面的种族差异。
