While the literature on ethnic identity takes traditional “adult-centered” socialization theory for granted, this study breaks away from such a perspective, and instead uses ethnographic data on children's food exchange during lunchtime in two predominantly Korean (-American) elementary schools to explore how children use food as a symbolic resource to negotiate group boundaries in peer interaction. Following a discussion of lunchtime seating patterns, this article presents children practicing exchange of “dry food (mass-consumed)” and “wet food (homemade)” that takes three different forms—gift-giving, sharing, and trading—each of which have different relevance for marking, maintaining, and muting ethnic boundaries and other social differences. Taking a child-centered perspective, the study finds that children's ethnic identity development is by no means a universal linear process. Instead, preadolescent children, although constrained by external forces, learn to do layered and situated ethnic identity through using cultural resources in peer interaction.
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