Ethnic equity and asymmetry in peer acceptance

Ethnic acceptance was investigated among 613 sixth-, seventh-, and eighth-grade students in Israel. Self-reports were used to determine how deeply and intimately they would like to be involved with each of their homeroom classmates. It was assumed that status indicators of the target would gain importance as a function of the relative ethnic status of the respondent and the target. It was found that peers of lower ethnic status were accepted more readily when they scored higher on other indices such as sociability, academic track level, and achievement. The importance of these target qualities was substantially reduced in choosing friends of higher ethnic status. Results are discussed in the context of exchange theory and their implications for school integration processes.