The relationship between ethnic school composition, school diversity climate and students’ competences in dealing with differences

Sincer, Işıl; Volman, Monique; Veen, Ineke van der; Severiens, Sabine

doi:10.1080/1369183x.2020.1846508

Cited by 9 publications

(2 citation statements)

References 64 publications

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“…While our findings did not show positive outcomes of diversity we did not examine outcomes related to intergroup relations. Even though classroom diversity may create challenges for group dynamics, it also creates the opportunity to learn to deal with differences (Sincer et al, 2021). Also, classroom diversity has been shown to be related to improved intergroup relations and attitudes (e.g., Bohman & Miklikowska, 2020).…”

Section: Discussionmentioning

confidence: 99%

Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms

Munniksma

Ziemes

Jugert

2021

J Youth Adolescence

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Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.

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Section: Discussionmentioning

confidence: 99%

Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms

Munniksma

Ziemes

Jugert

2021

J Youth Adolescence

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“…The overall degree of ethnic classroom diversity was determined with the reversed Herfindahl Index (Putnam, 2007;Sincer et al, 2021). The Herfindahl Index takes into account the number and size of different ethnic groups, using the following formula: (proportion ethnic group 1 ) 2 + (proportion ethnic group 2 ) 2 + … + (proportion ethnic group n ) 2 .…”

Section: Classroom Diversitymentioning

confidence: 99%

The classroom social environment in mixed secondary school classes: The role of ethnic classroom composition and classmates’ explicitly and implicitly measured ethnic attitudes

2023

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The ethnic classroom composition and classmates’ ethnic attitudes can affect how students experience their classroom social environment (CSE). Following the imbalance of power thesis and prior research on ethnic attitudes, this cross-sectional study examined if ethnic classroom composition (i.e., proportion of in-group and Herfindahl Index) and classmates’ explicitly and implicitly measured ethnic attitudes predicted secondary school students’ (Mage = 13.31 years; 58.1% female) classroom belonging, popularity and likability, classroom cohesion and conflict in mixed classes in the Netherlands. Differences between non-ethnic Dutch (n = 248) versus ethnic Dutch students (n = 141) were examined as well. Ethnic Dutch students report an overall more negative CSE than their non-ethnic Dutch classmates. Multilevel analyses indicated that a higher proportion of in-group peers affected non-ethnic Dutch students’ popularity and likability negatively. Moreover, classmates’ explicitly measured ethnic attitudes were predictive of student popularity while classmates’ implicitly measured ethnic attitudes were predictive of student likability. Finally, classmates implicitly measured ethnic attitudes moderated the effect of proportion in-group peers on students’ shared experience of classroom belonging. These results show that promoting classroom diversity is not enough to create a positive CSE for all students. Classmates’ ethnic attitudes are also important to consider.

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Addressing Adolescents’ Prejudice toward Immigrants: The Role of the Classroom Context

Albarello

Manganelli

Cavicchiolo

et al. 2022

J Youth Adolescence

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According to social learning theory, classrooms are essential socialization contexts for intergroup attitudes, but analyses of contextual factors net of the impact of individual variables affecting prejudice toward immigrants are very limited. This study was conducted on a large sample of Italian adolescents (N = 2904; Mage = 13.70; females = 48.5%; 168 classrooms). It examined the role of classroom contextual factors affecting adolescents’ prejudice toward immigrants, relying on the combination of groups’ warmth and competence, and their antecedents (i.e., competition and status). Multilevel structural equation analyses revealed that classroom contextual factors (i.e., classroom socio-economic status-SES; classroom open to discussion climate; classroom educational achievements) indirectly affected, at the class level, adolescents’ perceived warmth and competence of immigrants through the mediating role of perceived competition (and status) of immigrants. These findings suggest that interventions targeting the classroom context can help to hinder prejudice in adolescence at the class level.

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The relationship between ethnic school composition, school diversity climate and students’ competences in dealing with differences

Cited by 9 publications

References 64 publications

Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms

Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms

The classroom social environment in mixed secondary school classes: The role of ethnic classroom composition and classmates’ explicitly and implicitly measured ethnic attitudes

Addressing Adolescents’ Prejudice toward Immigrants: The Role of the Classroom Context

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