How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth

This research tests how perceived school and peer norms predict interethnic experiences among ethnic minority and majority youth. With studies in Chile (654 nonindigenous and 244 Mapuche students, M = 11.20 and 11.31 years) and the United States (468 non-Hispanic White and 126 Latino students, M = 1...

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Bibliographic Details
Published in:Child development 2016-09, Vol.87 (5), p.1436-1451
Main Authors: Tropp, Linda R., O'Brien, Thomas C., González Gutierrez, Roberto, Valdenegro, Daniel, Migacheva, Katya, de Tezanos-Pinto, Pablo, Berger, Christian, Cayul, Oscar
Format: Article
Language:English
Subjects:
Child
Child Behavior - ethnology
Child development
Chile
Chile - ethnology
Cross-Sectional Studies
Discrimination
Ethnic relations
European Continental Ancestry Group - ethnology
Female
Friendship
Hispanic Americans - psychology
Humans
Indians, South American - ethnology
Intergroup contact
Latin American cultural groups
Longitudinal Studies
Male
Minority & ethnic groups
Minority Groups - psychology
Norms
Peer Group
Peer relationships
Prejudice - ethnology
Schools
Social Perception
SPECIAL SECTION
Students - psychology
United States - ethnology
Youth
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Summary:This research tests how perceived school and peer norms predict interethnic experiences among ethnic minority and majority youth. With studies in Chile (654 nonindigenous and 244 Mapuche students, M = 11.20 and 11.31 years) and the United States (468 non-Hispanic White and 126 Latino students, M = 11.66 and 11.68 years), cross-sectional results showed that peer norms predicted greater comfort in intergroup contact, interest in cross-ethnic friendships, and higher contact quality, whereas longitudinal results showed that school norms predicted greater interest in cross-ethnic friendships over time. Distinct effects of school and peer norms were also observed for ethnic minority and majority youth in relation to perceived discrimination, suggesting differences in how they experience cross-ethnic relations within school environments.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.12608