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Abstract
This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level hierarchical linear models indicated that in the fall of sixth grade, peer network diversity was positively related to teacher-rated interpersonal competence for Native American youth and to peer protection from bullying for White youth. Students in more diverse peer groups had higher teacher-reported social and academic competence in the spring of sixth grade; these associations were moderated by racial/ethnic group, emerging most consistently for students of color. Results suggest benefits of peer network diversity in early adolescence and also highlight a need to understand mechanisms through which these benefits are incurred.
Keywords peer groups, ethnic/racial, interpersonal competence, networks, rural/urban, diversity
References
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Author Biographies
Joanna L. Williams is associate professor in the Curry School of Education at the University of Virginia. Her research interests focus on race and ethnicity as social contexts for youth development. Her current work examines the benefits and challenges of ethnic diversity in middle schools.
Jill V. Hamm is professor in the School of Education at the University of North Carolina at Chapel Hill. She studies early adolescents’ social, behavioral, and academic adjustment. She directs several research studies that involve creating professional development programs and examining their efficacy for middle school teachers and students.
