Cross-ethnic friendships: Are they really rare? Evidence from secondary schools around London

Abstract

This study examined current cross-ethnic friendship patterns in secondary schools around London, UK, and the effects of ethnic group and ethnic diversity on cross-ethnic friendship selection and quality. Questionnaires including self-report ethnic group definitions and measures of same-/cross-ethnic friendship numbers, along with the quality of 3 best crossethnic friends, were distributed to 684 Year 7 (aged 11) British students (256 White European, 63 Middle Easterner, 118 Black, 247 South Asian) recruited from 9 multi-ethnic secondary schools (37 classrooms) in Greater London. In contrast to most previous research which suggested the relative rarity of cross-ethnic friendships, findings showed that crossethnic friendships were in fact frequent and of high quality, outnumbering same-ethnic friendships for all ethnic groups.After controlling for gender, classroom gender composition, percentage of available same-ethnic peers, ethnic identity and perceived discrimination, classroom ethnic diversity still had a marginally positive effect on cross-ethnic friendship selection, but had no effect on cross-ethnic friendship quality. White British children reported higher cross-ethnic friendship selection and lower cross-ethnic friendship quality compared to other ethnic groups, but this depended on classroom ethnic diversity. Implications of the findings are discussed in the light of intergroup contact and friendship theories. We conclude that research on cross-ethnic friendships is crucial in providing insights into how integration at the social level starts during early childhood in modern multi-ethnic settings like London secondary schools.

Does classroom diversity improve intergroup relations? Short- and long-term effects of classroom diversity for cross-ethnic friendships and anti-immigrant attitudes in adolescence

“…Examining the relationship between classroom diversity and cross-ethnic friendships during the time when students are in the same classroom, we find that adolescents in more diverse classrooms are significantly more prone to engage in cross-ethnic friendships. This is in line with the principle of propinquity, which suggests that more friendship opportunities predict more friendships, and with previous studies showing that classroom diversity facilitates friendships (Bagci et al, 2014;Bellmore et al, 2007;Joyner & Kao, 2000;Stearns, 2004;Titzmann et al, 2015).…”

The role of individual differences in understanding and enhancing intergroup contact

“…Further research in this area will assist the development of interventions to reduce the impact of negative contact. Positive contact can, for example, buffer people from negative cross‐group experiences such as discrimination (Bagci, Kumashiro, Smith, & Rutland, 2014), and negative outgroup encounters (Paolini et al, 2014). This buffering might be especially pronounced for HPs.…”

Confidence in Contact: A New Perspective on Promoting Cross‐Group Friendship Among Children and Adolescents

“…Cross-race friendships have been shown to be relatively uncommon (Aboud & Sankar, 2007;McDonald et al, 2013;Wilson, Rodkin, & Ryan, 2014), are less durable, and decline with age (Aboud et al, 2003). Nonetheless, it appears that if a cross-race friendship survives beyond the early stages, it is likely to be of similar quality to a same-race friendship (Bagci et al, 2014). In sum, we cannot assume that diversity will automatically result in the development of cross-group friendships, and positive intergroup relations, but when cross-group friendships do develop, the positive impact is clear.…”

“…Arguably school is among the most likely places where children will experience diversity, and come into contact with children (and adults) from other intergroup backgrounds. Attending more diverse schools has a number of positive outcomes for children, including more positive intergroup attitudes (Aboud & Sankar, 2007;Davies, Tropp, Aron, Pettigrew, & Wright, 2011;Killen, Crystal, & Ruck, 2007;Turner, Tam, Hewstone, Kenworthy, & Cairns, 2013), increased prosocial behavioral intentions (Abbott & Cameron, 2014) and more inclusive friendships (Bagci, Kumashiro, Smith, Blumberg, & Rutland, 2014;Feddes, Noack, & Rutland, 2009;Jugert, Noack, & Rutland, 2011). However, there is increasing awareness that diversity can also have negative consequences, including poorer psychological adjustment, well-being and academic success, particularly among minority children and adolescents (Brown et al, 2013;Eccles, Wong, & Peck, 2006), and a decrease in intra-and intergroup trust (Putnam, 2007).…”