Improving academic attitudes among ethnic minority youth at risk for early school leaving: the interactive effects of cross‐group friendships and ethnic identity

A growing body of research suggests that positive interethnic experiences enhance academic attitudes among ethnic minority youth. A number of studies also show that minority youth with an achieved ethnic identity have better academic attitudes and performance. Integrating these literatures, we aim to verify the combined effects of cross‐group friendships and ethnic identity on academic attitudes among a sample of youth at risk for early school leaving. The results showed that cross‐group friendships had a positive impact on academic attitudes for minority youth, but not for majority youth. However, individual levels of ethnic identity moderated these effects, which held true for minority youth with higher levels of ethnic identity. The theoretical and practical implications of these findings are discussed.