Racial identity, social context, and race-related social cognition in African Americans during middle childhood.

Full Abstract

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions.

Author information

Author/s: Rowley, Stephanie J (SJ); Burchinal, Margaret R (MR); Roberts, Joanne E (JE); Zeisel, Susan A (SA);

Affiliation: Department of Psychology, University of Michigan, Ann Arbor, MI 48109-1043. srowley(-atsign-)umich.edu

Grants: 1 R40 MC00343 (Agency:PHS HHS) ; MCJ-370599 (Agency:PHS HHS) ; MCJ-370649 (Agency:PHS HHS) ; MCJ-379154 (Agency:PHS HHS)

Journal and publication information

Publication Type: Journal Article; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, P.H.S.

Journal: Developmental psychology (Dev Psychol), published in United States. (Language: eng)

Reference: 2008-Nov; vol 44 (issue 6) : pp 1537-46

Dates: Created 2008/11/12; Completed 2009/02/02;

PMID: 18999320, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

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