Abstract: The social integration between migrant and native students is of great practical significance for promoting the healthy development of Chinese youth, educational equity and sustainable development of urban society. However, although previous studies have examined and analyzed this topic from different theoretical frameworks, most of them have neglected the important issue of social interaction between migrant and native children. This paper attempts to remedy this deficiency. By analyzing the national survey data of junior high school students, this study examines the influence of family background and school class context on intergroup friendship between migrant and native children. First of all, family socio-economic status has a positive effect on migrant students' intergroup interaction, but the higher the family socio-economic status of native children, the fewer intergroup friends they have. Second, there is an "inverted U-shaped" relationship between the group diversity in class and the number of intergroup friends. As group diversity increases, the fewer intergroup friends the migrant students make, while the opposite is true for the native students. Third, when a group has more intergroup interactions, its members have more outside-group friends and exert more greater impact on native students. When a group is more exclusive, fewer intergroup friendship occurs, especially for migrant students. Finally, this study also finds that the above effects of class context are mainly observed in school classes with the predominant number of native students. The results of this study show that family background and school class context are important factors in determining the differences in intergroup interaction between migrant and native students.More attention is warranted in future research to the micro-mechanism and the effect of social interaction between migrant and native students.

Key words: family background, school class context, migrant students, native students, intergroup interaction