Social integration is a critical component of adolescents' positive school adjustment. Although prior scholars have highlighted how Black women and girls' social identities (e.g., race, gender, social class) influence their academic and social experiences in school, very little work has focused on how school racial diversity shapes Black girls' peer networks throughout K–12 education. To address this gap in the literature, the present qualitative study explored the narratives of 44 Black undergraduate women (M_age = 20 years) who reflected on their friendship choices in high school. We used consensual qualitative research methods to examine how Black women navigated friendships during their time attending predominantly White (less than 20% Black), racially diverse (21%–60% Black), and predominantly Black (61%–100% Black) high schools. Coding analyses revealed five friendship themes: (a) Black female friends, (b) mostly Black friends, (c) mostly interracial friends, (d) mostly White friends, and (e) White friends in academic settings and Black friends in social settings. Our findings highlight how the young women's ongoing negotiation of racialized and gendered school norms influenced their sense of closeness with same-race and interracial peers. Black girls may have challenges with forming lasting and meaningful friendships when they cannot find peers who are affirming and supportive, particularly in predominantly White school contexts. This study underscores the need to look at how racial diversity in the student population offers school psychologists and educators insight into how to better support the social and emotional development of Black girls.

社会融合是青少年积极适应学校的重要组成部分。尽管之前的学者强调了黑人妇女和女孩的社会身份（例如，种族、性别、社会阶层）如何影响她们在学校的学术和社会经历，但很少有研究关注学校种族多样性如何在整个 K 期间塑造黑人女孩的同龄人网络。 –12 教育。为了弥补文献中的这一空白，本定性研究探讨了 44 名黑人本科女性（M_年龄 = 20 年）他们在高中时反思了他们的友谊选择。我们使用一致同意的定性研究方法来研究黑人女性在以白人为主（黑人少于 20%）、种族多元化（21%–60% 黑人）和黑人为主（61%–100% 黑人）就读期间如何处理友谊学校。编码分析揭示了五个友谊主题：(a) 黑人女性朋友，(b) 主要是黑人朋友，(c) 主要是异族朋友，(d) 主要是白人朋友，以及 (e) 学术环境中的白人朋友和社交环境中的黑人朋友. 我们的研究结果强调了年轻女性对种族和性别学校规范的持续谈判如何影响她们与同种族和异族同龄人的亲密感。当黑人女孩找不到肯定和支持的同龄人时，尤其是在以白人为主的学校环境中，她们在建立持久而有意义的友谊方面可能会遇到挑战。这项研究强调需要研究学生群体中的种族多样性如何让学校心理学家和教育工作者深入了解如何更好地支持黑人女孩的社交和情感发展。