Cross-ethnic and same-ethnic friendships in elementary classrooms: Unique associations with school adjustment

Using a multi-cohort, 5-month longitudinal design, this study examined prospective links between stable cross-ethnic (CEF) and same-ethnic friendships (SEF) and psychosocial and academic indicators of school adjustment in elementary classrooms in the Midwest and Mid-Atlantic regions of the United St...

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Bibliographic Details
Published in:Journal of applied developmental psychology 2022-07, Vol.81, p.101433, Article 101433
Main Authors: Serdiouk, Marina, Wilson, Travis M., Gest, Scott D.
Format: Article
Language:English
Subjects:
Adjustment
Bullying
Classrooms
Cross-ethnic friendships
Developmental psychology
Elementary school
Friendship
Loneliness
Multiculturalism & pluralism
Peer relationships
Psychosocial factors
Same-ethnic friendships
School adjustment
Victimization
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Summary:Using a multi-cohort, 5-month longitudinal design, this study examined prospective links between stable cross-ethnic (CEF) and same-ethnic friendships (SEF) and psychosocial and academic indicators of school adjustment in elementary classrooms in the Midwest and Mid-Atlantic regions of the United States. The sample included 1960 1st (Mage = 6.9), 3rd (Mage = 9.0), and 5th (Mage = 10.9) grade students followed from the middle to the end of the school year. Results showed that 64% and 66% of all children had at least 1 stable CEF and SEF, respectively; the frequency of each friendship type was higher across ascending grades. Stable CEF uniquely predicted residualized change in 4 indicators of school adjustment (lower loneliness and peer victimization, greater sense of peer community and academic effort); stable SEF uniquely predicted 2 indicators of school adjustment (lower loneliness and peer victimization). Classroom ethnic diversity moderated the link between CEF and peer victimization. •We examined prospective links between stable cross- and same-ethnic friendships and five indicators of school adjustment.•Stable cross-ethnic friendships uniquely predicted residualized changes in psychosocial and academic adjustment outcomes.•Stable same-ethnic friendships uniquely predicted residualized changes in psychosocial adjustment outcomes.•Classroom ethnic diversity moderated the link between cross-ethnic friendships and peer victimization.•The links between both types of friendships and outcomes did not vary by grade, gender, or ethnicity.
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2022.101433