The Role of Classroom Ethnic Friendships on Adolescents' Social Adjustment and Engagement in STEM Classrooms

• In Event: Psychosocial Development During Adolescence: Applications of Rigorous Multilevel and Longitudinal Methods

Abstract

The present study examined the relationship between the ethnic composition of classrooms and friendships on adolescents’ social adjustment and engagement in STEM classrooms. The sample comprised of 5th-6th grade students (N=687) from 46 classrooms (35.95% African American, 50.66% European American) in Midwestern schools. Students completed surveys on their STEM beliefs and behaviors. Students also reported their peer support, academic engagement and friendship peer nominations. Consistent with our hypothesis, cross-ethnic friendships were associated with higher levels of peer support among adolescents. Additionally, having more cross-ethnic friendships was positively related to the academic engagement in STEM courses for African American students. The findings suggest that cultivating diverse ethnic friendships inside of STEM learning contexts is beneficial, especially for students from underrepresented groups.

Authors

• Meaghan Pearson, University of Michigan - Ann Arbor

• Allison M. Ryan, University of Michigan - Ann Arbor