Dutton, Susanne E., Singer, Jefferson A., & Devlin, Ann Sloan
Racial Identity of Children in Integrated, Predominantly White, and Black Schools
Examine the impact of a school's racial make-up on its students.
Journal Name or Institutional Affiliation:
The Journal of Social Psychology
Vol. 138, No. 1, pp. 41-53
- Black children were significantly more likely to mention race/ethnicity than were the White children.
- Findings supports the hypothesis that the children in integrated schools are more accepting of ones own race.
- Maybe suggestions of greater salience of race for Blacks in integrated settings.
- If racial contact through schools can change racial attitudes and decrease racism, then it is important to explore further these environments as venues for change.
- Children in segregated schools do not lack pride or identity; rather, they lack the level of acceptance enjoyed by children in integrated schools.
Journal Article Empirical Research
Contact Theory , Elementary School, Integration
Method of Analysis:
Unit of Analysis:
- 159 fourth grade children aged 8-11 years (96 White and 63 Black; 87 girls and 71 boys)
- Drawn from 4 southeastern Connecticut grade schools
- One predominantly White, Black and two integrated.
- Draw-a-Person: Draw a picture of themselves using crayons..
- Picture Test: Answer a list of questions with pictures of children of three different races.
- Wanted to find out child's ability to distinguish between and label the races, the child's racial identification, and the child's group preferences.
- Spontaneous self-concept: questions about who they are and who they are not.
- DV: Child's racial self-concept (measured using tests described above)
- IV: School's racial composition (integrated, predominantly White, predominantly Black)