Coping With Interracial Stress in Ethnically Diverse Classrooms: How Important Are Allport's Contact Conditions?

This study examined desegregated classrooms with an emphasis on how students' perceptions of Allport's (1954) contact dimensions influence the frequency and effectiveness of their coping strategies for interracial stress, their self‐esteem, and their self‐reported academic performance. Fourth, fifth, and sixth graders from two ethnically diverse middle schools in Los Angeles, California, participated. Results indicated that students' perceptions of a more positive interracial classroom climate were associated with less frequent and more effective coping strategies, specifically as related to the frequency and effectiveness of positive/approach coping strategies. Positive classroom climate also was related to higher self‐esteem and better academic performance. This research highlights the importance of the presence of contact criteria when desegregation is to be a positive experience both academically and socially and of the integration of coping strategies as a means of reducing interracial stress.