Race, School Integration, and Friendship Segregation in America

Citation

Moody, J. (2001). Race, School Integration, and Friendship Segregation in America. American Journal of Sociology. vol. 107 (3) pp. 679-716

Abstract

Integrated schools may still be substantively segregated if friendships fall within race. Drawing on contact theory, this study tests whether school organization affects friendship segregation in a national sample of adolescent friendship networks. The results show that friendship segregation peaks in moderately heterogeneous schools but declines at the highest heterogeneity levels. As suggested by contact theory, in schools where extracurricular activities are integrated, grades tightly bound friendship, and races mix within tracks, friendship segregation is less pronounced. The generally positive relation between heterogeneity and friendship segregation suggests that integration strategies built on concentrating minorities in large schools may accentuate friendship segregation.

URL

http://dx.doi.org/10.1086/338954

Keyword(s)

school

Reference Type

Journal Article

Journal Title

American Journal of Sociology

Author(s)

Moody, J.

Year Published

2001

Volume Number

107

Issue Number

Pages

679-716

DOI

10.1086/338954