Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities

Grütter, Jeanine; Dhakal, Sandesh; Killen, Melanie

doi:10.1111/josi.12484

Cited by 14 publications

(23 citation statements)

References 45 publications

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“…Evidence from children’s evaluations of racial- and gender-based exclusion has shown that children who are members of social groups that are typically viewed as lower on a social-cultural hierarchy often evaluate exclusion more negatively than their higher status peers (Cooley et al, 2019; Grütter et al, in press; Mulvey, 2016). It is not yet known whether this pattern would extend to wealth group membership, however, as ingroup preference might also motivate both high- and low-wealth children to prefer inclusion of same-wealth peers.…”

Section: Discussionmentioning

confidence: 99%

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

Burkholder¹,

Elenbaas²,

Killen³

2021

Developmental Psychology

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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, M age = 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 samewealth 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.

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Section: Discussionmentioning

confidence: 99%

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

Burkholder¹,

Elenbaas²,

Killen³

2021

Developmental Psychology

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“…In the first article in this section, Grütter et al. (2021) consider how the caste system of Nepal and the social hierarchies associated with it influence adolescents’ expectations for cross‐group friendship in a sample of 389 rural adolescents from grades 7 to 10. The paper introduces a lens that lays bare how caste operates a social category in Nepal that is perceived as ethnic but is inseparable from socioeconomic status and wealth.…”

Section: Organization Of This Issuementioning

confidence: 99%

Through the looking glass: Ethnic racial socialization among children and adolescents

Ruck

Hughes

Niwa

2021

Journal of Social Issues

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Ethnicity and race are critical in how children and youth experience, negotiate, and navigate development. A robust literature has illustrated that ethnic-racial socialization (ERS) in particular plays an important role in how children develop an understanding of ethnicity and race. The majority of research has typically focused on parents as agents of socialization and ERS during adolescence. In addition, most studies use survey approaches and focus on US-based populations. We highlight conceptual, theoretical, and empirical work that seeks to push forward knowledge about the myriad ways in which individuals, interactions, and settings communicate messages to youth about ethnicity and race. Here we provide a brief overview of the literature on ERS, followed by a set of core commitments that guided our solicitation and selection of articles for this special issue. The articles represent a range of theoretical frameworks and methodologies; cover ERS of children across the developmental spectrum; examine children from multiple ethnic-racial groups; elaborate issues related to intersectionality and co-constructed identities; and consider socialization of ethnicity-race as it occurs across multiple settings, inclusive of families. We conclude with a description of the articles included in this special issue and how they map onto our core commitments.

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“…This study is a first step in understanding how parent and peer messages influence children's predictions of inclusion in interracial and same‐race peer contexts. While investigating the likelihood of inclusion among children from different racial backgrounds reflects an important context in the United States, it is necessary to note that children's predictions may differ when considering peer encounters between other racial groups or ethnicities within the United States (e.g., interactions between Latinx and Asian American children), in other countries, or among other social groups like gender or wealth status (Grütter et al., 2021). Future research should extend this work to explore other comparisons and samples.…”

Section: Discussionmentioning

confidence: 99%

Peer and parental sources of influence regarding interracial and same‐race peer encounters

Burkholder

Glidden

Yee

et al. 2021

Journal of Social Issues

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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 when peer and parent sources of influence were present and provided justifications for their expectations. Results revealed that, while participants predicted 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 efforts to improve the quality of interracial peer interactions and programs designed to promote positive intergroup peer relationships.

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Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities

Cited by 14 publications

References 45 publications

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

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

Through the looking glass: Ethnic racial socialization among children and adolescents

Peer and parental sources of influence regarding interracial and same‐race peer encounters

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