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Group identity and peer relations: A longitudinal study of group identity, perceived peer acceptance and friendships amongst ethnic minority English children

机译：群体认同和同伴关系：对群体身份，知觉的同伴接纳和少数民族英语儿童之间的友谊的纵向研究

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This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e. ethnic and national) on children’s perceived peer acceptance and preference for same-ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance and friendship choice were administered to 207 south-Asian English children, aged between 5-11 years, at two time points six months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e. higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same-ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social-cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically ‘flag’ their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same-ethnic friendships. This study extends previous peer relations research, which have typically focused on individual social deficits or classroom norms, by showing group identities influence peer relationships amongst ethnic minority status children.
机译：这项研究检验了少数民族身份儿童之间的同伴关系是否反映了儿童所属的社会群体以及他们与这些群体的认同程度。进行了一项纵向研究，调查了群体身份（即种族和民族）对儿童感知的同伴接受和对同族友谊的偏好的影响。对207名年龄在5-11岁之间的南亚英语儿童进行了种族和英语识别，感知的同伴接纳和友谊选择的测量，时间间隔为两个月，六个月。与预测一致的是，纵向分析表明，双文化认同（即较高的种族和英语认同）与较高的同伴接受感和对同族友谊的偏好较少有关。重要的是，正如所假设的那样，这一发现仅限于具有更高的社会认知能力的大龄儿童。结果表明，采用双文化身份的年龄较大的儿童能够策略性地“标记”其多元文化同龄人群体中的多个群体身份，从而获得最大数量的同龄人的接纳，并且对同种族的友谊表现出较少的偏好。这项研究通过显示群体身份会影响少数族裔孩子之间的同伴关系，扩展了以前的同伴关系研究，该研究通常集中于个人的社会缺陷或课堂规范。

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