TITLE

Direct and Indirect Friends in Cross-Ethnolinguistic Peer Relations

AUTHOR(S)
Aboud, Frances E.; Friedmann, Jordan; Smith, Sascha
PUB. DATE
January 2015
SOURCE
Canadian Journal of Behavioural Science;Jan2015, Vol. 47 Issue 1, p68
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The 2 studies investigated cross-ethnolinguistic peer relations in a French-English school combining students from 2 language school boards. All students attended classes segregated by language according to their school board, but 40% had intergroup contact in an integrated afterschool program. Second and fourth graders (n 84 in Study 1 and n 148 in Study 2) completed measures identifying direct and indirect friends from their own and the other school board, intergroup activities, norms for intergroup entry, and attitudes. Integrated students had more outgroup friends than segregated students. Based on longitudinal data, indirect friendships, that is, outgroup friends of ingroup classmates, resulted in more direct outgroup friendships but only if there was actual contact. Integrated students had more experiences of negative intergroup entry and less positive outgroup attitudes than segregated students. The findings support an improved methodology for assessing indirect friends differing in contact and benefits to peer relations and attitudes.
ACCESSION #
100314443

 

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