Children's Common Grounds: A Study of Intergroup Relations Among Children in Public Settings

Abstract

This article discusses successful common grounds for children—public settings that enable the harmonious intermingling of children of different backgrounds, races, and ethnicities and that encourage their social interchange, play, educational development, and collaboration. Our study focused on three types of public space that tend to bring these children together: the public school, the park, and the neighborhood community center. The research employed a variety of methods to study the interaction of children 9 to 12 years of age. Field work took place at four sites in West Los Angeles, Santa Monica, and the San Fernando Valley that enjoy a high level of intermixing and have a reputation for promoting diversity. Subjects in the research included children, teachers, and administrators. The article highlights the findings of the field work and concludes with a comparative analysis of the different settings and a discussion of the environmental and programmatic attributes that contribute to their success.