2026-09-22T15:43:05Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/24390 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Rodkin, Philip C. Rodkin, Philip C. Ryan, Allison M. Anderson, Carolyn J. Cohen, Dov Tynes, Brendesha Wilson, Travis M. 2011-05-25T14:37:26Z 2011-05-25T14:37:26Z 2013-05-26T10:00:24Z 2011-05-25T14:37:26Z 2011-05 This longitudinal study inquired into African American (n = 402) and European American (n = 311) children’s patterns of peer group segregation, cross-ethnicity dislike, and social status in 4th and 5th grade classrooms. Primary study questions asked whether ethnic segregation is concurrently (i.e., Fall) and/or prospectively (i.e., Fall to Spring) associated with social preference and perceived popularity as viewed by same- and cross-ethnicity classmates. African Americans, as compared to European Americans, had more segregated peer groups yet evidenced less cross-ethnicity dislike. Compelling evidence indicated that (a) segregation has social costs and social benefits for both ethnic groups and (b) segregation is a mechanism for change in social status. In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-04-11T13:19:39Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5) Wilson_deposit_Apr8.pdf: 402854 bytes, checksum: 3c911d804a91ac7610e7477910696f70 (MD5) Made available in DSpace on 2011-05-25T14:37:26Z (GMT). No. of bitstreams: 3 Wilson_Travis.pdf: 416986 bytes, checksum: 83a6767e958374bfbe5ea21748158b6f (MD5) license.txt: 4062 bytes, checksum: c54da3faed869f73e477bca583d72d9e (MD5) Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5) Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by William Ingram (wingram2@illinois.edu) on 2011-05-25T14:41:48Z Item is restricted until 2013-05-25T14:41:28Z Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2013-05-26T10:00:24Z Item was in collections: University of Illinois Dissertations and Theses (ID: 204) College of Education Dissertations and Theses (ID: 434) College of Education Dissertations and Theses (ID: 434) No. of bitstreams: 4 Wilson_Travis.pdf.txt: 81530 bytes, checksum: 97f05beadfa62edf4f0b71d78fc18e6c (MD5) Wilson_Travis.pdf: 416986 bytes, checksum: 83a6767e958374bfbe5ea21748158b6f (MD5) license.txt: 4062 bytes, checksum: c54da3faed869f73e477bca583d72d9e (MD5) Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5) Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2013-05-26T10:00:24Z http://hdl.handle.net/2142/24390 en Copyright 2011 Travis M. Wilson Children's inter-group peer relations ethnic segregation and social status Children's cross-ethnicity relations in elementary schools: concurrent and prospective associations between ethnic segregation and social status Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educatnl Psychology -UIUC 10KS0210PHD