How Peer Norms of Inclusion and Exclusion Predict Children's Interest in Cross‐Ethnic Friendships

Abstract

The present research examines how perceived inclusive and exclusive peer norms for cross‐ethnic relations contribute to predicting interest in cross‐ethnic friendship among ethnic minority and majority children. Across two survey studies, European American and African American children (Study 1) and European American and Latino American children (Study 2) reported on the extent to which they perceived inclusive and exclusive peer norms for cross‐ethnic relations, as well as their own interest in developing cross‐ethnic friendships. Results from both studies showed that perceiving inclusive norms for cross‐ethnic relations from in‐group peers uniquely predicted children's interest in cross‐group friendships, beyond what can be accounted for by perceiving exclusive norms from in‐group peers and preexisting cross‐group friendships. Similar effects were observed for ethnic minority and majority children, and even after controlling for children's prior cross‐group friendships. Implications of these findings for future research and efforts to promote inclusion among ethnic minority and majority children are discussed.

Children's prosocial behavioural intentions towards outgroup members

“…through reciprocal prosociality). Thus this research has implications for whether conditions exist for positive intergroup contact, which itself is an important determinant of prejudice reduction and improvement in intergroup relations (Tropp, O'Brien, & Migacheva, 2014). We are also aware that the generalizability of these findings needs to be explored in the contexts of different intergroup relationships (e.g., inter-ethnic, gender), as well as cross-culturally.…”

Intergroup Contact Attitudes Across Peer Networks in School: Selection, Influence, and Implications for Cross‐Group Friendships

“…Even in diverse contexts that provide opportunity for intergroup interaction, adolescents vary in the extent to which they are interested in and capable of actually engaging in such interactions (Graham, Munniksma, & Juvonen, ; Moody, ; Ramiah, Schmid, Hewstone, & Floe, ). This suggests there are important individual differences in the extent to which youth benefit from exposure to diverse peers and engage with such opportunities in productive ways (e.g., by forming cross‐group friendships; Graham et al., ; Tropp, O'Brien, & Migacheva, ). Greater understanding of what promotes engagement in and sustenance of cross‐group friendships, in particular, is sorely needed, as these tend to decline with age (e.g., Aboud, Mendelson, & Purdy, ; see also Turner & Cameron, ).…”

Social Exclusion of Children: Developmental Origins of Prejudice

“…Tropp, O'Brien, and Migacheva () report two survey studies to examine the relationship between perceptions of peer norms of interethnic exclusion and children's interest in forming cross‐ethnic friendships. The sources and targets differed across two studies (European American and either African American or Latino American).…”

“…Their study reflects issues of status and hierarchies in the immigrant context in the Netherlands, which has only recently become a focus for educational curricula and positive interventions. Tropp, O'Brien, and Migacheva (2014) report two survey studies to examine the relationship between perceptions of peer norms of interethnic exclusion and children's interest in forming cross-ethnic friendships. The sources and targets differed across two studies (European American and either African American or Latino American).…”