Dominique Le Touze

University of Sussex, Brighton, England, United Kingdom

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Publications (2)3.1 Total impact

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    ABSTRACT: This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same-ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance, and friendship choice were administered to 207 south-Asian English children, aged between 5 and 11, at two time points 6 months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e., higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same-ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social-cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically 'flag' their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same-ethnic friendships. This study extends previous peer relations research, which has typically focused on individual social deficits or classroom norms, by showing that group identities influence peer relationships amongst ethnic minority status children.
    British Journal of Developmental Psychology 06/2012; 30(Pt 2):283-302. DOI:10.1111/j.2044-835X.2011.02040.x · 1.96 Impact Factor
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    ABSTRACT: Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.
    International Journal of Intercultural Relations 11/2008; DOI:10.1016/j.ijintrel.2008.03.001 · 1.14 Impact Factor