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Children in Ethnically Diverse Classrooms and Those with Cross-Ethnic Friendships Excel at Understanding Others' Minds

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Bibliographic Details
Title: Children in Ethnically Diverse Classrooms and Those with Cross-Ethnic Friendships Excel at Understanding Others' Minds
Language: English
Authors: Rory T. Devine (ORCID 0000-0002-3710-7878), Imogen Grumley Traynor, Luca Ronchi (ORCID 0000-0001-7723-9376), Serena Lecce (ORCID 0000-0002-2745-3574)
Source: Child Development. 2024 95(5):1447-1461.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Child Development, Ethnic Groups, Theory of Mind, Student Diversity, Measures (Individuals), Friendship, Intergroup Relations, Correlation, Elementary Secondary Education, Peer Groups, Preferences, Executive Function, Verbal Ability, Teacher Attitudes, Student Characteristics, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1111/cdev.14085
ISSN: 0009-3920
1467-8624
Abstract: This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449140
Database: ERIC
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Abstract:This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.14085