{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/24390"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/24390","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Children's cross-ethnicity relations in elementary schools: concurrent and prospective associations between ethnic segregation and social status","abstract":"This longitudinal study inquired into African American (n = 402) and European American (n = 311) children’s patterns of peer group segregation, cross-ethnicity dislike, and social status in 4th and 5th grade classrooms. Primary study questions asked whether ethnic segregation is concurrently (i.e., Fall) and/or prospectively (i.e., Fall to Spring) associated with social preference and perceived popularity as viewed by same- and cross-ethnicity classmates. African Americans, as compared to European Americans, had more segregated peer groups yet evidenced less cross-ethnicity dislike. Compelling evidence indicated that (a) segregation has social costs and social benefits for both ethnic groups and (b) segregation is a mechanism for change in social status. In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms.","abstract_html":"This longitudinal study inquired into African American (n = 402) and European American (n = 311) children’s patterns of peer group segregation, cross-ethnicity dislike, and social status in 4th and 5th grade classrooms. Primary study questions asked whether ethnic segregation is concurrently (i.e., Fall) and/or prospectively (i.e., Fall to Spring) associated with social preference and perceived popularity as viewed by same- and cross-ethnicity classmates. African Americans, as compared to European Americans, had more segregated peer groups yet evidenced less cross-ethnicity dislike. Compelling evidence indicated that (a) segregation has social costs and social benefits for both ethnic groups and (b) segregation is a mechanism for change in social status. In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms.","abstract_has_math":false,"creators":["Wilson, Travis M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Rodkin, Philip C.","Ryan, Allison M.","Anderson, Carolyn J.","Cohen, Dov","Tynes, Brendesha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-25T14:37:26Z","date_published":"2011-05-25T14:37:26Z","updated_at":"2026-07-22T22:25:23Z","subjects":["Children's inter-group peer relations","ethnic segregation and social status"],"languages":["en"],"rights":["Copyright 2011 Travis M. Wilson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/24390","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rodkin, Philip C.","Ryan, Allison M.","Anderson, Carolyn J.","Cohen, Dov","Tynes, Brendesha"]},{"key":"dc:creator","label":"Author","values":["Wilson, Travis M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-25T14:37:26Z","2013-05-26T10:00:24Z","2011-05"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children's inter-group peer relations","ethnic segregation and social status"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2011 Travis M. 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Compelling evidence indicated that (a) segregation has social costs and social benefits for both ethnic groups and (b) segregation is a mechanism for change in social status. In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-04-11T13:19:39Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5) Wilson_deposit_Apr8.pdf: 402854 bytes, checksum: 3c911d804a91ac7610e7477910696f70 (MD5)","Made available in DSpace on 2011-05-25T14:37:26Z (GMT). No. of bitstreams: 3 Wilson_Travis.pdf: 416986 bytes, checksum: 83a6767e958374bfbe5ea21748158b6f (MD5) license.txt: 4062 bytes, checksum: c54da3faed869f73e477bca583d72d9e (MD5) Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5)","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by William Ingram (wingram2@illinois.edu) on 2011-05-25T14:41:48Z Item is restricted until 2013-05-25T14:41:28Z","Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2013-05-26T10:00:24Z Item was in collections: University of Illinois Dissertations and Theses (ID: 204) College of Education Dissertations and Theses (ID: 434) College of Education Dissertations and Theses (ID: 434) No. of bitstreams: 4 Wilson_Travis.pdf.txt: 81530 bytes, checksum: 97f05beadfa62edf4f0b71d78fc18e6c (MD5) Wilson_Travis.pdf: 416986 bytes, checksum: 83a6767e958374bfbe5ea21748158b6f (MD5) license.txt: 4062 bytes, checksum: c54da3faed869f73e477bca583d72d9e (MD5) Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5)","Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2013-05-26T10:00:24Z"]},{"key":"dc:title","label":"Title","values":["Children's cross-ethnicity relations in elementary schools: concurrent and prospective associations between ethnic segregation and social status"]}]}],"canonical_facts":{"dc:contributor":["Rodkin, Philip C.","Ryan, Allison M.","Anderson, Carolyn J.","Cohen, Dov","Tynes, Brendesha"],"dc:creator":["Wilson, Travis M."],"dc:date":["2011-05-25T14:37:26Z","2013-05-26T10:00:24Z","2011-05"],"dc:description":["This longitudinal study inquired into African American (n = 402) and European American (n = 311) children’s patterns of peer group segregation, cross-ethnicity dislike, and social status in 4th and 5th grade classrooms. 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In the Fall, African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity, but was negatively associated with cross-ethnicity social preference; European American children’s segregation was positively associated with same-ethnicity social preference but was negatively associated with cross-ethnicity social preference and perceived popularity. Moreover, for African American children, Fall segregation predicted increases in same-ethnicity social preference and perceived popularity and in cross-ethnicity perceived popularity, but predicted declines in cross-ethnicity social preference. For European American children, Fall segregation predicted declines in cross-ethnicity social preference, but was unrelated to changes in other status constructs. Discussion elaborates on processes of intergroup relations and the complexities of fostering positive cross-ethnicity relationships in elementary classrooms.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-04-11T13:19:39Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wilson_deposit_Apr8.doc: 238080 bytes, checksum: ee5f25a81ec5b7b4c28b52c082600ef7 (MD5) Wilson_deposit_Apr8.pdf: 402854 bytes, checksum: 3c911d804a91ac7610e7477910696f70 (MD5)","Made available in DSpace on 2011-05-25T14:37:26Z (GMT). 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