School racial composition and adolescent racial homophily

  • Joyner K
  • Kao G
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The article examines adolescent racial homophily in racially diversified schools in the United States. A number of studies suggest that the racial composition of schools has important consequences for students, and some of these consequences persist into adulthood. Students who attend racially integrated schools have more positive feelings about other racial groups than do students who attend segregated schools. Students in integrated schools also have more extensive interaction with other racial groups than their counterparts in segregated schools. Not only does attending a racially integrated school influence racial attitudes and behavior in childhood and adolescence, it also appears to influence patterns of close interracial friendship in adulthood. Using data from the National Longitudinal Study of Adolescent Health, a nationally representative survey of about 90,000 adolescents in grades seven through twelve, authors examine patterns of interracial friendship. The results suggest that white, Afro-American, Hispanic, Asian, and Native American adolescents differ greatly in their likelihood of having an interracial friends ship, be it a same-sex friendship or an opposite-sex one. Although the relative size of different racial groups explains a large share of these racial differences, it does not fully account for them.

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  • SGR: 0034258285
  • PUI: 31253716
  • SCOPUS: 2-s2.0-0034258285
  • ISBN: 00384941
  • ISSN: 00384941
  • PMID: 3832575


  • Kara Joyner

  • Grace Kao

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