Intergroup Contact is Related to Evaluations of Interracial Peer Exclusion in African American Students.

There are few published studies on the influence of intergroup contact on ethnic minority public school students' evaluations of interracial exclusion. In this study, African American children and adolescents (N = 158, 4th, 7th, and 10th grade; 67.1%) were individually interviewed regarding peer exclusion for scenarios depicting cross-race peer exclusion in various contexts.

Intergroup contact and evaluations of race-based exclusion in urban minority children and adolescents.

There is a dearth of published research on the role of intergroup contact on urban US ethnic minority children's and adolescents' evaluations of racial exclusion. The current investigation examined these issues in a sample of low-income minority 4th, 7th, and 10th grade (N = 129, 60% female) African American and Latino/a students attending predominately racial and ethnic minority US urban public schools. Using individual interviews, participants were presented with scenarios depicting three contexts of interracial peer exclusion (lunch at school, a sleepover party, and a school dance).

It is Who You Know That Counts: Intergroup Contact and Judgments about Race-Based Exclusion.

Intergroup contact and evaluations about race-based exclusion were assessed for majority and minority students in fourth, seventh, and tenth grades ( = 685). Students were presented with scenarios depicting cross-race relations in contexts of dyadic friendship, parental discomfort, and peer group disapproval. Participants reporting higher levels of intergroup contact gave higher ratings of wrongfulness of exclusion and lower frequency estimations of race-based exclusion than did participants reporting lower levels of such contact.

Attention deficit-hyperactivity disorder, depression, and self- and other-assessments of social competence: a developmental study.

This study examined whether others (i.e., teachers and parents) and self-appraisals of social competence mediated the relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) and depression.

On the association of field dependence-independence with personality, learning style, and social-political attitudes among adolescents.

This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr.

Japanese and American children's evaluations of peer exclusion, tolerance of differences, and prescriptions for conformity.

Children and adolescents (N = 1,057), divided by gender, at fourth, seventh, and tenth grades, from two mid-sized cities in the United States and in Japan, were surveyed regarding their evaluations of peer group exclusion of atypical peers. Six reasons for atypicality were being aggressive, having an unconventional appearance, acting like a clown, demonstrating cross-gender behavior, being a slow runner, and having a sad personality. Analyses revealed significant effects for age, gender, country membership, and the context of exclusion.