Friendship and Identity in a Language-Integrated School

Type of resource
Authors/collaborators
Title
Friendship and Identity in a Language-Integrated School
Abstract
The authors used a cross-sectional design to inquire about peer relations of eighty-five second and fifth grade students in two integrated Anglophone and Francophone schools in Montreal. Data on same- and cross-ethnic identification, interactive companions and mutual best friends were collected for each student. The authors' overall findings were that students had more companions from their own than the other ethno-linguistic group, but equivalent numbers of mutual best friends. Same- and cross-ethnic mutual friends were rated similarly in terms of friendship quality. The authors' exploratory in-depth interviews with sixteen students indicated that cross-ethnic relationships ran into two barriers. One was that they were limited to only a few activities and locations and so did not become personalized. The second was that in-group and out-group friends did not always mix well.
Publication
International Journal of Behavioral Development
Volume
vol. 31
Issue
no. 5
Pages
445-453
Date
September 2007
Language
en
Citation
Aboud, Frances E., and Janani Sankar. “Friendship and Identity in a Language-Integrated School.” International Journal of Behavioral Development 31, no. 5 (September 2007): 445–453.
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