Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias

Abstract

Intergroup contact among young children has implications for improving racial attitudes and social inclusion. This study examined associations between children's (N = 670) racial biases and cross-race friendships, and whether diverse people and materials in the preschool classroom predicted children's racial biases or cross-race friendships in first or third grades. Results demonstrated weak-moderate stability in racial biases and cross-race friendship across elementary school. First-grade cross-race friendship predicted lower third-grade racial bias, but not vice versa. Exposure to diverse people in preschool was associated with greater odds of having a cross-race friend in first-grade, which predicted the likelihood of having a cross-race friend and lower levels of racial bias in third grade. Diverse materials predicted lower levels of racial bias in first grade, which predicted third-grade racial bias. Results suggest that educators can promote intergroup friendships and positive attitudes by increasing children's exposure to diverse people and materials in the preschool classroom.