Bridging the Gap: The Role of Same- and Cross-Race Peer Relationships in Students’ Academic Outcomes
By: Jasmin Brooks, Lauren Molloy Elreda, PhD, Amanda Kibler, PhD, Haley E. Johnson, M.Ed.
Same- and Cross- Race Friendships
• Cross-Race Friendships:
– Interracial relationships provide youth with new resources and perspectives (McGill, 2013).
• Same-Race Friendships:
– Intra-racial relationships have been shown to provide a sense of safety and closeness due to similar experiences and values (McGill, 2013).
– Feelings of connection based on similar racial or ethnic experiences, may make adolescents feel understood. (McGill, 2013).
• “Whereas same-ethnic friendships were uniquely associated with stronger private regard, cross-ethnic friendships were uniquely associated with less perceived vulnerability” (Graham, 2014).
Peer Relationships in School
• “School is the place where they[adolescents] are exposed to their culture’s font of knowledge, hang out with their friends, engage in activities that can shape their identities, and prepare for their future” (Eccles and Roeser, 2011).
• “The extent to which individuals are
actively liked, accepted, or preferred by
their peers has emerged as a core
indicator for academic success” (Gallardo,
2016).
Purpose
• Purpose:
– To examine the academic impact of same- and cross- race peer relationships
– To investigate the ways same- and cross- race friendships impact racial or ethnic minority youth
• Research Question:
– RQ1: Do same- and cross- race peer relationships contribute to middle school students' academic achievement?
– RQ2: Does the academic impact of same- and cross- race friendships differ for racial or ethnic minority youth?
Methods• Participants:
– 47 Classrooms
– N=761 Middle School Students
– 35% Other, 22% White*, 22% Hispanic/Latino,
17% Black, 4% Asian
• Data Sources:
– Social Network surveys
– Friendship Likert scale rating peer relationships
– Teacher ratings of student effort and participation (1 to 5)
– Standards of Learning (SOL) scores (90 to 600)
– Indegree centrality scores for the number of same- and number of cross-race friends
Cross-Race
(4 or 5):
Same-Race
(4 or 5):
Academic Outcomes:
- Standards of Learning (SOL) test
- Effort Ratings
- Participation Ratings
- Overall Grades
RQ1:
Cross-Race
(4 or 5):
Same-Race
(4 or 5):
Academic Outcomes:
- Standards of Learning (SOL) test
- Effort Ratings
- Participation Ratings
- Overall Grades
Race RQ2:
RQ1 Results:
Friendship
TypeSOL Effort Participation Grades
ß(SE) ß(SE) ß(SE) ß(SE)
Cross- -0.477(1.04) 0.010(0.03) 0.031(0.03) -0.011(0.01)
Same- 2.697(1.38)* 0.070(0.04) 0.104(0.04)** 0.017(0.02)
• A higher amount of same- race friendships in the fall predicted
an increase on spring SOL standardized test score
• A higher amount of same- race friendships in the fall predicted
an increase on overall teacher perceived participation
RQ2 Results:
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
Low High
Overall Grades: Same- Race
Non-Black Black
RQ2 Results:
-45
-40
-35
-30
-25
-20
-15
-10
-5
0
Low High
SOL: Same- Race
Non-Black Black
RQ2 Results:
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Low High
Participation: Cross- Race
Non-Hispanic Hispanic
Discussion
• Findings support our initial hypothesis that same- and cross- race friendships not only impact students’ academic outcomes, but also have a unique influence on minority students
• Results indicate that while same- race peer relationships may be beneficial psychosocially, may not always be beneficial academically
• Limitations:
– Single time-point; longitudinal studies may be more
effective
– Surveys only indicated friendships within the specific
classroom
Conclusion
• Implications:
– Awareness needs to be raised about the impact of same- and cross-race friendships formed in the classroom
– Strategies need to be developed to aid teachers in facilitating and encouraging the formation of both same- and cross- race friendships
• Future research:
– Investigating how the amount of diversity present in the specific classroom impacts the formation and effect of same- and cross- race friendships
– Research examining both psychosocial and academic effects of same-and cross- race friendships
Acknowledgments
• The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R305B090002 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
• Youth-Nex Lab at University of Virginia
