European American children's and adolescents' evaluations of interracial exclusion

Melanie Killen, Megan Kelly, Cameron Richardson, David Crystal, Martin Ruck

Research output: Contribution to journalArticlepeer-review

72 Scopus citations


No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European American youth's use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study, European American fourth-, seventh- and 10th-grade students (N = 414), attending low and high ethnically-diverse public schools (with low and high self-reports of cross-race/ethnic friendships respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high-diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low-diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion

Original languageEnglish (US)
Pages (from-to)283-300
Number of pages18
JournalGroup Processes and Intergroup Relations
Issue number3
StatePublished - May 2010

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Cultural Studies
  • Communication
  • Arts and Humanities (miscellaneous)
  • Sociology and Political Science


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