Background. Previous research shows that incorrect teacher expectations about students can affect students' academic success. Moreover, students' ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students' ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender), but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers' beliefs about students' educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. The influence of student ethnicity on teacher expectations… 107 Conclusion. This study shows the relevance of the problem of correct expectations of teachers toward students with different ethnic backgrounds. In contrast to the teachers' perceptions of the warmth and competence of students, information about the ethnicity of the child influences their expectations. Meanwhile the teachers' expectations are differently related to the various components of their stereotypes. The results raise a question about the definition and operationalization of teachers' expectations.

How migrants negotiate and adjust to new cultural settings and how they transmit culture to their children are key questions for migration researchers. This paper explores how culture is experienced and negotiated among Russian-speaking migrants, drawing on interviews and observation data collected in Perth, Australia, and Madrid, Spain, together with online forum data and documents. Analysis reveals that long-term socio-historical processes taking place within the post-Soviet space generate certain similarities among its inhabitants. These shared features, which Norbert Elias (1996) called ‘national habitus’, include internalised dispositions and behavioural patterns evident and reproduced in everyday life, such as hygiene and healthcare practices, norms of conduct in public places, and practices and beliefs related to the control of children’s behaviour and discipline. Many migrants come to realise that they are bearers of these similarities only in the process of the migration experience. This process of recognition of their habitus, including realising the cultural nature of certain standards of behaviour perceived as ‘civilised’ and ‘rational’ in the past, and the making of decisions about what is important to keep and what is not, we refer to as ‘cultural continuity dilemmas’. Participants resolve these dilemmas in three main ways: reinforcing their cultural classification systems through condemnation or attempts to correct; adopting the new standards; or adjusting perceptions to find a compromise. In these processes, certain practices and norms may come to be recognised as Soviet in both positive and negative senses, as being acceptable, or outdated remnants of a totalitarian system. Solving such dilemmas creates a unique combination of practices, forming a common cultural hybridity and generating new awareness of cultural and national identities.

В статье представлены результаты исследования различий в структурированной активности школьников, а также причин, которые эти различия определяют. Эмпирической базой исследования послужили данные опроса (опрошено 208 школьников) и интервью (25 интервью), проведенных в 2013-2014 гг. в гимназии и двух общеобразовательных школах «спального» района Санкт-Петербурга. В ходе исследования мы отвечали на следующие вопросы: Какие отличия существуют между структурированными формами активности старшеклассников? Как эти отличия соотносятся с ресурсами, которыми обладают школьники, и возможностями, предоставляемыми школами? Мы делаем вывод, что структурированная активность школьников может определяться спецификой школьной среды, а также восприятием себя и своих возможностей. Школы выступают не только в качестве площадок, предоставляющих разные виды и количество дополнительных занятий и других форм внеучебной активности. Они транслируют разные подходы к реализации внеучебных программ. Старшеклассники из разных школ по-разному Акифьева Раиса Николаевна -старший преподаватель департамента социологии, Санкт-Петербургская школа социальных и гуманитарных наук, Национальный исследовательский университет «Высшая школа экономики» (akifi

No abstract