Race and Gender Barriers: Preadolescent Peer Behavior in Academic Classrooms

SAGAR, H. ANDREW; SCHOFIELD, JANET WARD; and SNYDER, HOWARD N. Race and Gender Barriers: Preadolescent Peer Behavior in Academic Classrooms. CHILD DEVELOPMENT;, 1983, 54, 1032-1040. The classroom behavior of 48 black and 44 white sixth graders was observed in an urban desegregated school. Observations were made once a week in each classroom during a full semester using a time sampling method. In addition to noting the race and sex of the student being observed, as well as that of his or her interactants, observers also coded the source of the interaction (the subject, interactant, or both) and its task orientation (whether the behavior was related to academic tasks). As predicted, students interacted primarily with others of their own race and sex, although gender aggregation was less pronounced for blacks than for whites. Also, as predicted, boys interacted more across racial lines than girls. Blacks were almost twice as likely as whites to be the source of cross-race interactions. No race effects were apparent in the children's own task orientation, but peer behaviors were more likely to be task-related when directed toward white rather than black interactants. A parallel study of sociometric choice conducted in the same school reinforced virtually all of the above conclusions.