J. Kistner et al., CLASSROOM RACIAL PROPORTIONS AND CHILDRENS PEER RELATIONS - RACE AND GENDER EFFECTS, Journal of educational psychology, 85(3), 1993, pp. 446-452
Peer preferences (determined by both positive and negative sociometric
choices) and perceptions of African-American and White children atten
ding either majority White or majority African-American classrooms wer
e examined. Results indicate that classroom racial minority status (i.
e., being in a classroom in which most classmates are of a different r
ace) is associated with peer rejection of girls but not of boys. Corre
lates of peer preferences differed for children in majority White vers
us African American classes, providing support for the subjective cult
ure hypothesis. Implications of these findings for girls' peer relatio
ns and for educational practices regarding classroom racial proportion
s are discussed.