Children’s Friendships in a Fifth grade Culturally Diverse Classroom in Atlanta, Georgia

In this chapter, I draw attention to the potentially harmful effects of evaluating children’s friendships on what are often negative outcomes, rather than on the efforts that children make to effectively negotiate their friendships. In the study reported here, children’s friendships in a fifth-grade culturally diverse class in a large urban elementary school in Atlanta, Georgia, in the southeastern United States, indicated the existence of nonsynchronous patterns.