The Social Climate of Schools in the Aftermath of 9-11: Ethnic Differences in Children's Peer Relations

Autor/in	DeRosier, Melissa E.
Titel	The Social Climate of Schools in the Aftermath of 9-11: Ethnic Differences in Children's Peer Relations
Quelle	In: Journal of School Violence, 3 (2004) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Bullying; Ethnic Groups; Peer Relationship; Social Environment; Grade 5; Children; Terrorism; Educational Environment; Elementary School Students; Hispanic American Students; Racial Bias; Social Bias; Arabs; Asian American Students; Social Status; Social Influences; Ethnicity; African American Students; White Students; Racial Relations + Suchen Sie Ihr Suchwort? Mobbing; Ethnie; Peer-Beziehungen; Soziales Umfeld; School year 05; 5. Schuljahr; Schuljahr 05; Child; Kind; Kinder; Terrorismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Arab; Araber; Asian immigrant; United States; Asiatischer Einwanderer; USA; Sozialer Status; Sozialer Einfluss; Ethnizität; African Americans; Afroamerikaner
Abstract	Since September 11, 2001, ethnic tensions involving persons of Middle Eastern descent have increased in the United States. This study examined the peer relationships of 748 fifth-grade students of different ethnic groups both at one month and eight months post-9-11. Results indicated that only Middle Eastern children showed a large drop in positive peer nominations and popularity over the course of the school year. Bullying of Middle Eastern and Hispanic students also showed a significant increase. Given that peer problems and bullying are detrimental to the school climate and promote violence, the need for proactive school-based programs to foster racial tolerance is discussed. (Contains 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10