- Black students in desegregated classrooms are friendlier than White students toward cross-race peers.
- White students are more reluctant to make cross-race friendships.
- The effects of classroom climate were different for B;ack and White students.
- Classroom climate can have a positive effect on whites. Whites are more likely to form cross-race friendships in classrooms where they are placed in an ability group with Blacks and where teachers do not emphasize skills and curriculum content.
- Racial composition of the class affects the cross-race friendships made by white students.
- Whites value achievement and respect their peers for who they are academically.
- The lower academic status of Blacks, makes them less attractive to Whites as friends.
- The more Black students in a classroom, the more likely a White student to select a Black peer as a friend—supporting opportunity hypothesis.
- The larger the class size, the less likely children are to make outgroup friends.
- Teacher emphasis on grades had a strong, significant negative effect on Whites and no effect on Blacks.
- Teacher emphasis on student enjoyment of learning had significant positive effects only for Black students.
- De-emphasized standardized tests and grades had a positive effect on whites that outweighs the slight negative effect on Blacks.
- Classroom climates that emphasize a love of learning are positive for both races.
- The racial composition of the class affects the cross-race friendships of Whites but not of Blacks.