The significance of cross-racial/ethnic friendships: associations with peer victimization, peer support, sociometric status, and classroom diversity.

This short-term longitudinal study examined the associations between cross-racial/ethnic friendships and relative changes in forms of peer victimization or peer support and the roles of classroom diversity and sociometric status (i.e., social preference) in these associations. A total of 444 children (age range: 9-10 years) from racially/ethnically diverse elementary schools participated in this study. Results demonstrated that cross-racial/ethnic friendships (but not same-racial/ethnic friendships) uniquely predicted relative decreases in relational victimization. Further, classroom diversity moderated the relations of cross-racial/ethnic friendships with relative decreases in physical victimization and relative increases in peer support, such that these relations were stronger for children in highly diverse classrooms. Finally, social preference mediated the association between cross-racial/ethnic friendships and relative decreases in relational victimization. The associations among cross-racial/ethnic friendships, same-racial/ethnic friendships, social experiences with peers, and classroom diversity are discussed.