Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
01 Mar 2024
01 Mar 2024
Historique:
medline:
2
3
2024
pubmed:
2
3
2024
entrez:
2
3
2024
Statut:
aheadofprint
Résumé
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.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Wellcome Trust
ID : 215006/Z/18/Z
Pays : United Kingdom
Informations de copyright
© 2024 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.
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