Race and the Social Structure of the Elementary Classroom

Abstract

Alternative sources of peer status and cleavage in 36 interracial sixth grade classrooms are examined through analysis of variance, multiple regression, and case studies. Dependent variables are friendship ratings children receive from classmates of own and other race. Independent variables are potential sources of social distance among children. Interracial popularity is affected by the same variables that affect peer status generally sex, years in school, achievement, SES relative to classmates and also by variables particular to interracial situation racial ratios, desegregation history, busing. With measures of interracial situation controlled, interracial popularity is significantly related to achievement relative to classmates. Policy implications of findings are discussed.

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