What predicts children’s perceptions of intergroup connections within the classroom?: A social networks-based approach

Abstract

Intergroup connections play a role in fostering positive developmental outcomes. Scholarship has been limited in exploring children’s perceptions of such relationships. We apply cognitive social structures and network assortativity coefficients to capture third through eighth grade children’s perceptions of intergroup connections related to gender, socio-economic status, and race/ethnicity within their classroom networks. Of the 99 participants, 35.4% were African American/Black, 27.3% were Latino(a), and 26.3% were White. Additionally, 77.8% of students were eligible for free/reduced lunch. Regression analyses revealed that grade level and prosocial behaviors were associated with children’s perceptions of network assortativity based on gender. Findings indicated that free lunch status, perceived popularity, and peer-nominated prosocial behavior predicted children’s perceptions of network assortativity based on socio-economic status. There was also a relationship between grade level and children’s perceptions of network assortativity based on race/ethnicity. Results hold implications for understanding developmental perceptions of intergroup connections, as well as peer-based interventions.