The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships

2016 ◽  
Vol 37 (8) ◽  
pp. 1093-1124 ◽  
Author(s):  
Elise Cappella ◽  
Diane L. Hughes ◽  
Meghan P. McCormick
Keyword(s):  
African American ◽  
Externalizing Behavior ◽  
European American ◽  
Older Children ◽  
School Year ◽  
American Students ◽  
Potential Benefits ◽  
The Individual ◽  
Over Time ◽  
Predictors Of Change

Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

Religiosity Is a Protective Factor for Suicidal Ideation in European American Students but Not in African American Students

2016 ◽  
Vol 74 (3) ◽  
pp. 295-303 ◽  
Author(s):  
David Lester ◽  
Rheeda L. Walker
Keyword(s):  
College Students ◽  
African American ◽  
Suicidal Ideation ◽  
African American Students ◽  
Protective Factor ◽  
European American ◽  
Intrinsic Religiosity ◽  
Suicidal Risk ◽  
Extrinsic Religiosity ◽  
American Students

In a sample of 419 college students, intrinsic religiosity scores, but not extrinsic religiosity scores, contributed significantly to the prediction of current suicidal ideation. Religiosity was a protective factor for suicidal ideation in women but not in men and in European American students but not in African American students. The assessment of suicidal risk, therefore, may require different sets of scales depending on the sex and ethnicity of the client.

scholarly journals Emotion regulation strategies and later externalizing behavior among European American and African American children

2009 ◽  
Vol 21 (2) ◽  
pp. 393-415 ◽  
Author(s):  
Lauren H. Supplee ◽  
Emily Moye Skuban ◽  
Daniel S. Shaw ◽  
Joanna Prout
Keyword(s):  
Emotion Regulation ◽  
African American ◽  
Low Income ◽  
Externalizing Behavior ◽  
Delay Of Gratification ◽  
European American ◽  
Emotion Regulation Strategies ◽  
Differential Outcomes ◽  
Regulation Strategies ◽  
American Children

AbstractChildren's early emotion regulation strategies (ERS) have been related to externalizing problems; however, most studies have included predominantly European American, middle-class children. The current study explores whether ERS use may have differential outcomes as a function of the mother's ethnic culture. The study utilizes two diverse samples of low-income male toddlers to examine observed ERS during a delay of gratification task in relation to maternal and teacher reports of children's externalizing behavior 2 to 6 years later. Although the frequencies of ERS were comparable between ethnic groups in both samples, the use of physical comfort seeking and self-soothing was positively related to African American children's later externalizing behavior but negatively related to externalizing behavior for European American children in Sample 1. Data from Sample 2 appear to support this pattern for self-soothing in maternal, but not teacher, report of externalizing behavior. Within group differences by income were examined as a possible explanatory factor accounting for the ethnic differences, but it was not supported. Alternative explanations are discussed to explain the pattern of findings.

Exploring Cultural Responsiveness Among European American Principals in Rural Schools With High-Performing African American Readers

2019 ◽  
Vol 29 (2) ◽  
pp. 115-129
Author(s):  
Brandolyn E. Jones ◽  
Rebecca M. Bustamante ◽  
Pamela Gray ◽  
Benita R. Brooks
Keyword(s):  
African American ◽  
African American Students ◽  
Community Integration ◽  
Cultural Responsiveness ◽  
Comparative Case Study ◽  
European American ◽  
Preparation Programs ◽  
High Performing ◽  
Study Approach ◽  
American Students

A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.

scholarly journals Nutrient intake over time in a multi-ethnic sample of youth

2002 ◽  
Vol 5 (2) ◽  
pp. 319-328 ◽  
Author(s):  
Leslie A Lytle ◽  
John H Himes ◽  
Henry Feldman ◽  
Michelle Zive ◽  
Johanna Dwyer ◽  
...  
Keyword(s):  
African American ◽  
Nutrition Education ◽  
African American Students ◽  
Saturated Fat ◽  
Childhood And Adolescence ◽  
Nutrient Intakes ◽  
American Students ◽  
Race Ethnicity ◽  
Total Fat ◽  
Over Time

AbstractObjectives:The purpose of this paper is to present longitudinal data on nutrient intakes of youth with emphases on differences by sex and race/ethnicity. Nutrients selected for examination are those implicated in chronic disease.Design:24-hour dietary recalls were collected from a cohort of third, fifth and eighth graders (n=1874).Setting and subjects:The sample is drawn from the Child and Adolescent Trial for Cardiovascular Health and includes students from California, Louisiana, Minnesota and Texas.Results:Across the total sample, nutrient intakes met recommended levels except that total fat, saturated fat and sodium consistently exceeded recommendations and calcium and iron intake of girls consistently fell short of recommended levels. Nutrient consumption between third and eighth grade differed by sex and race/ethnicity for a number of nutrients. In particular, females' intake of energy from total fat, calcium, iron, folic acid, vitamin A and vitamin D decreased over time relative to males' intakes, controlling for overall energy intake. Compared with the other ethnic/racial groups, African-American students increased their intake of energy from total fat and saturated fat over time.Conclusions:Our results suggest that the diets of youth change over time, and negative trends are more common in females than in males and in African-American and Hispanics compared with Caucasian students. Nutrition education and intervention are needed throughout childhood and adolescence with an emphasis on choosing healthful foods. In addition, greater attention to differential opportunities and reinforcements for females and males, and Caucasian, Hispanic and African-American students is warranted.

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