Same-race Peers Research Articles

Peer Ethnicity as a Mediator in the Relationship Between Ethnic Identity and Body Appreciation in Black College-Aged Women.

Strong ethnic identity is recognized as a protective factor against body image concern and eating pathology in Black women as they tend to hold cultural values in line with an acceptance of a variety of body shapes and sizes. Reinforcement of these cultural ideals may occur via same-race peer relationships. The current study examined the mediating role of same-race versus other-race peers in the relationship between ethnic identity and body appreciation in Black women. Participants were 139 Black undergraduate women (Mage = 18.94 years, MBMI = 25.33) who completed validated measures of ethnic identity and body appreciation and reported on the ethnic makeup of their friends. We conducted mediation analysis examining the role of same-race peers on the relationship between ethnic identity and body appreciation. Same-race peers mediated the relationship between ethnic identity and body appreciation, where having a greater percentage of friends increased both ethnic identity and body appreciation in Black women. The influence of same-race peers should be considered in the development of culturally informed prevention and intervention efforts for eating pathology in Black women.

Strong and weak tie homophily in adolescent friendship networks: An analysis of same-race and same-gender ties.

While we know that adolescents tend to befriend peers who share their race and gender, it is unclear whether patterns of homophily vary according to the strength, intimacy, or connectedness of these relationships. By applying valued exponential random graph models to a sample of 153 adolescent friendship networks, I test whether tendencies towards same-race and same-gender friendships differ for strong versus weak relational ties. In nondiverse, primarily white networks, weak ties are more likely to connect same-race peers, while racial homophily is not associated with the formation of stronger friendships. As racial diversity increases, however, strong ties become more likely to connect same-race peers, while weaker bonds are less apt to be defined by racial homophily. Gender homophily defines the patterns of all friendship ties, but these tendencies are more pronounced for weaker connections. My results highlight the empirical value of considering tie strength when examining social processes in adolescent networks.

Peer and Parental Sources of Influence Regarding Interracial and Same-Race Peer Encounters.

This study investigated the socializing influence of peers and parents in interracial encounters by disentangling how children and adolescents consider peer and parent messages when predicting interracial and same-race inclusion. Black and White children (9-14 years old, N = 246) predicted the likelihood of interracial and same-race peer inclusion and provided justifications for their expectations when peer and parent sources of influence were present. Results revealed that, while participants predicted that inclusion would be less likely when parent sources of influence were present than when peer sources of influence were present, the racial composition of the encounter and the race of the participant mattered only in contexts with peer sources of influence. Participants' reasoning about the benefits of inclusion and social pressure also differed when parent or peer sources were present. This study informs future research and efforts designed to improve the quality of interracial peer interactions, and for programs designed to promote positive intergroup peer relationships.

Giving priority to race or wealth in peer group contexts involving social inclusion.

This study investigated children's and adolescents' predictions regarding intergroup inclusion in contexts where peers differed on two dimensions of group membership: race and wealth. African American and European American participants (N = 153; age range: 8-14 years, Mage = 11.46 years) made predictions about whether afterschool clubs would prefer to include a peer based on race or wealth and reported what they personally thought should happen. Between late childhood and early adolescence, European American participants increasingly expected that afterschool clubs would include a same-wealth peer (even when this peer was of a different race) whereas African American participants increasingly expected that the afterschool clubs would include a same-race peer (even when this peer was of a different level of wealth). Both European American and African American participants themselves thought that the clubs should include a same-wealth peer over a same-race peer, and with age, were increasingly likely to reference perceived comfort when explaining their decision. Future studies on the development of racial preferences will benefit from including wealth status information given that, with age, perceived comfort was associated with same-wealth rather than same-race status. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Cross-race and cross-ethnic friendships and psychological well-being trajectories among Asian American adolescents: Variations by school context.

Asian American adolescents' cross-race friendships are poorly understood, partially due to the model minority stereotype. Using data from 915 Asian American adolescents from the National Longitudinal Study for Adolescent to Adult Health, the present study examined the influence of cross-race friendships (based on peer nomination data) on Asian American adolescents' psychological well-being trajectories, as well as the moderating role of school context (numeric marginalization, school prejudice). Results showed that cross-race friendships promoted Asian American adolescents' psychological well-being, particularly in early adolescence and in schools where adolescents lacked critical mass of same-race peers or where prejudice was widespread. Similar findings were observed for cross-race friendships with the majority group, and more evident effects emerged for cross-ethnic friendships. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors

ABSTRACT Growing evidence demonstrates associations between child race, teacher–child race match, and teacher ratings of externalizing behaviour problems in the early years of school. The present study deepens understanding of the relations between child, teacher, and classroom racial factors and teacher-reported externalizing behaviours by examining associations across specific subdomains of externalizing behaviour symptoms including inattention, hyperactivity/impulsivity, and oppositionality/defiance. In a sample that included 147 lead teachers and 1,195 children from state, federal, and privately-funded preschool programmes within the southeastern United States, we found that Black children were rated as demonstrating more frequent symptoms of inattention than White children across teachers. Ratings for each subtype of externalizing behaviour differed depending on teacher–child racial match or mismatch. Finally, the proportion of same-race peers in a child’s classroom was negatively associated with teacher ratings of inattention and hyperactivity/impulsivity across children. Implications for continued research and intervention development are discussed.

Age-related changes in children’s accent-based resource distribution

Children display explicit social preferences for native-accented and same-race peers, but when these two markers are in conflict, they prefer native-accented other-race peers over foreign-accented same-race peers. However, to what extent do these preferences translate into children’s behavior toward others? This study investigated children’s resource distribution decisions based on photographs of unfamiliar children who differed in accent and race. A total of 77 native English-speaking, White 5- to 10-year-old children were given three coins to distribute to pairs of recipients, with an option to distribute equally by discarding a resource. Children under 7 years gave selectively more coins to recipients who shared their accent and race, whereas children aged 7 and 8 years gave more coins to their accent in-group only when it was paired with the out-group race. Children aged 9 and 10 years consistently gave more coins to their accent in-group despite the racial category. It was concluded that, with age, accent becomes an increasingly used social marker in guiding children’s resource distribution decisions.

The Relationship of First-Year Residence Hall Roommate Assignment Policy with Interactional Diversity and Perceptions of the Campus Environment

ABSTRACT A heterogeneous student body is valued in part because diverse interactions among students help create educated and competent citizens and promote learning and development. Campus housing is a primary setting for diverse interactions as students navigate living with individuals who differ from themselves. This study investigated how the roommate assignment process influences interactional diversity and perceptions of the campus environment for first-year students living on campus, and if these relationships differ by race/ethnicity and national origin. On average, students whose roommates were assigned by the institution (as opposed to choosing their own roommates) did not interact with diverse others more often. At the same time, however, Asian, Black and multiracial students who were assigned roommates by the institution perceived a substantially less welcoming campus environment than their same-race peers who chose their roommates. This difference was not observed for White students.

The Narrative Experiences of Undergraduate African American Male Students, 24 Years and Younger, who Successfully Transitioned to and Persisted in College

This study investigated the narrative experiences of undergraduate African American male students, 24 years and younger, who successfully transitioned to and persisted in college. In particular, this study explored the non-cognitive and environmental factors that influence persistence. Employing a qualitative research design, the author conducted focus group interviews with academically successful undergraduate African American male students (n=13). Three main themes emerged from the data: (1) confronting non-cognitive and environmental challenges to persistence, (2) colleges and universities playing a major role in persistence rates, and (3) same-race peer groups enhancing academic potential. Implications and recommendations for institutions of higher education are discussed.

Social inclusion and exclusion in same-race and interracial peer encounters.

This study investigated children's and adolescents' predictions of inclusion and evaluations of exclusion in interracial and same-race peer contexts. The sample (N = 246) consisted of African American (n = 115) and European American (n = 131) children and adolescents who judged the likelihood of including a new peer, evaluated the group's decision to exclude the new peer, and provided reasons for their judgments. European American participants, particularly adolescents, viewed same-race inclusion as more likely than interracial inclusion. In contrast, African American participants viewed interracial and same-race inclusion to be just as likely, and evaluated all forms of exclusion to be more wrong than did their European American counterparts. The findings are discussed with respect to peer messages about interracial peer encounters and the conditions that are necessary for prejudice reduction. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

"The face of STEM: Racial phenotypic stereotypicality predicts stem persistence by-and ability attributions about-students of color": Correction to Williams, George-Jones, and Hebl (2018).

Reports an error in "The face of STEM: Racial phenotypic stereotypicality predicts STEM persistence by-and ability attributions about-students of color" by Melissa J. Williams, Julia George-Jones and Mikki Hebl (Journal of Personality and Social Psychology, Advanced Online Publication, Oct 15, 2018, np). In the article "The Face of STEM: Racial Phenotypic Stereotypicality Predicts STEM Persistence by-and Ability Attributions About-Students of Color" by Melissa J. Williams, Julia George- Jones, and Mikki Hebl (Journal of Personality and Social Psychology. Advance online publication. October 15, 2018. http://dx.doi.org/10.1037/pspi0000153), the Editor' Note acknowledging Toni Schmader as the action editor for this article was omitted. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2018-51203-001.) Despite strong initial interest, college students-especially those from underrepresented minority (URM) backgrounds-leave STEM majors at high rates. Here, we explore the role of racial phenotypic stereotypicality, or how typical one's physical appearance is of one's racial group, in STEM persistence. In a longitudinal study, URM students were especially likely to leave STEM to the extent that they looked more stereotypical of their group; Asian American students were especially likely to leave STEM to the extent that they looked less stereotypical. Three experiments documented a possible mechanism; participants (Studies 2-4), including college advisors (Study 3), attributed greater STEM ability to more-stereotypical Asian Americans and to less-stereotypical Black women (not men), than to same-race peers. Study 4 showed that prejudice concerns, activated in interactions with Black men (not women), account for this gender difference; more-stereotypical Black men (like women) were negatively evaluated when prejudice concerns were not salient. This work has important implications for ongoing efforts to achieve diversity in STEM. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The face of STEM: Racial phenotypic stereotypicality predicts STEM persistence by-and ability attributions about-students of color.

[Correction Notice: An Erratum for this article was reported in Vol 116(3) of Journal of Personality and Social Psychology (see record 2019-08943-003). In the article "The Face of STEM: Racial Phenotypic Stereotypicality Predicts STEM Persistence by-and Ability Attributions About-Students of Color" by Melissa J. Williams, Julia George- Jones, and Mikki Hebl (Journal of Personality and Social Psychology. Advance online publication. October 15, 2018. http://dx.doi.org/10.1037/pspi0000153), the Editor' Note acknowledging Toni Schmader as the action editor for this article was omitted. All versions of this article have been corrected.] Despite strong initial interest, college students-especially those from underrepresented minority (URM) backgrounds-leave STEM majors at high rates. Here, we explore the role of racial phenotypic stereotypicality, or how typical one's physical appearance is of one's racial group, in STEM persistence. In a longitudinal study, URM students were especially likely to leave STEM to the extent that they looked more stereotypical of their group; Asian American students were especially likely to leave STEM to the extent that they looked less stereotypical. Three experiments documented a possible mechanism; participants (Studies 2-4), including college advisors (Study 3), attributed greater STEM ability to more-stereotypical Asian Americans and to less-stereotypical Black women (not men), than to same-race peers. Study 4 showed that prejudice concerns, activated in interactions with Black men (not women), account for this gender difference; more-stereotypical Black men (like women) were negatively evaluated when prejudice concerns were not salient. This work has important implications for ongoing efforts to achieve diversity in STEM. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Meeting in the Middle: The Role of Mutual Biracial Friends in Cross-Race Friendships.

Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (Mage =10.56years) in two racially diverse middle schools (n=385; n=351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed.

Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls

Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-...

Stories that move them: Changing children's behaviour toward diverse peers.

Globally, our social worlds are becoming increasingly racially and ethnically diverse. Despite this, little attention has been given to how children negotiate this diversity. In this study we examine whether a value-in-diversity storybook intervention encourages young children to engage in intergroup contact with racially diverse peers. The lunchroom seating behaviour of 4- to 6-year-olds attending three racially diverse primary schools was recorded at three different points during a one-week period. Seating behaviour was coded based on the race of the children and levels of segregation were calculated (Campbell et al., 1996). Before hearing the story, we observed racial self-segregation; children were more likely to sit with same-race peers. However, immediately following the story, children were no longer significantly racially segregated. This effect was not maintained; up to 48 hours later children again showed evidence of racial self-segregation. Our findings suggest that exposure to racially diverse peers alone is not sufficient for promoting intergroup contact. We argue that it is vital to develop sustainable teacher-led interventions if we are to harness the potential of diverse school settings for bolstering intergroup relations.

The Long-Run Impacts of Same-Race Teachers

We examine the long-run impacts of exposure to a Black teacher for both Black and white students. Leveraging data from the Tennessee STAR class-size experiment, we show that Black students randomly assigned to at least one Black teacher in grades K-3 are 9 percentage points (13%) more likely to graduate from high school and 6 percentage points (19%) more likely to enroll in college than their same-school, same-race peers. No effect is found for white students. We replicate these findings using quasi-experimental methods to analyze a richer administrative data set from North Carolina. The increase in postsecondary enrollments is concentrated in two-year degree programs, which is somewhat concerning because two-year colleges have both lower returns and lower completion rates than four-year colleges and universities. These long-run effects are also concentrated among Black males from disadvantaged backgrounds, which is not evident in short run analyses of same-race teachers' impacts on test scores. These nuanced patterns are of policy relevance themselves and also underscore the importance of directly examining long-run treatment effects as opposed to extrapolating from estimated short-run effects.

A comparison of race-related pain stereotypes held by White and Black individuals.

Pain judgments are the basis for pain management. The purpose of this study was to assess Black and White participants' race-related pain stereotypes. Undergraduates (n=551) rated the pain sensitivity and willingness to report pain for the typical Black person, White person, and themselves. Participants, regardless of race, rated the typical White person as being more pain sensitive and more willing to report pain than the typical Black person. White participants rated themselves as less sensitive and less willing to report pain than same-race peers; however, Black participants rated themselves as more pain sensitive and more willing to report pain than same-race peers. These findings highlight similarities and differences in racial stereotypic pain beliefs held by Black and White individuals.

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

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.

Measuring the Influence of Native American College Students' Interactions with Diverse Others on Sense of Belonging

Using a sample of 144 Native American undergraduates attending predominantly White universities in the United States, this study examined, through multilevel regression analyses, the influence of interactions with faculty and diverse peers on these students' sense of belonging in college. Interactions with others were positively related to sense of belonging, indicating that Native American students who engaged with faculty in class and with diverse peers frequently and in varied ways felt a stronger sense of belonging in college than their same-race peers who engaged others less frequently or not at all. Grades in college also emerged as a significant predictor of Native American students' sense of belonging. Implications for future policy and practice are highlighted, as well as recommendations for extending this important line of inquiry.

Clubs and the Campus Racial Climate: Student Organizations and Interracial Friendship in College

This study uses data from the National Longitudinal Study of Freshmen to examine the racial/ethnic composition of student organizations as well as the relationship between student organization participation and close interracial friendship. White students were the most likely to be in majority White environments in fraternities and sororities, while religious groups were the environments where Black and Asian American students were most likely to gather with same-race peers. Participating in Greek life, religious groups, and ethnic student organizations were negative predictors of having at least one close friend of another race/ethnicity. Students of color had higher rates of close interracial friendship than White students, and students attending racially diverse campuses were more likely to have close interracial friendship. Implications for student organizations and their impact on the campus racial climate are discussed.