School ethnic diversity and students' interethnic relations.
School ethnic diversity and students' interethnic relations.
复制标题
学校种族多样性和学生的种族间关系。
DOI：
10.1111/bjep.12032
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
M. Verkuyten
中科院分区：
文献类型：
--
作者：
J. Thijs;M. Verkuyten
背景和目标
学校种族隔离一直是社会和教育界强烈关注的话题。研究探讨了种族学校构成对学生种族间关系的影响，结果各异，有时甚至不一致。在这篇综述论文中，我们对这些文献进行了评估，以解释为什么以及何时学校废除种族隔离可能会改善或恶化种族关系，并确定未来重要的研究方向。
方法
我们讨论了预测学校种族多样性的积极与消极方面的不同理论观点：群体间接触理论以及群体威胁和权力差异的观点。随后，我们考虑了一些学校和教育特征，这些特征可以缓和种族多样性对学生种族间关系的影响，并且可以在未来的研究中考虑。此外，我们还讨论了研究潜在心理和社会过程的必要性，以及结合学术调整来调查种族间关系的重要性。
结论
学校的种族多样性不足以促进种族间的宽容。重要的是要检查与学校环境其他方面相关的多样性，这些方面可能会影响学生对学校内种族多样性的反应。需要考虑的重要因素包括多元文化教育和包容性学校身份、师生关系、同伴规范和网络，以及家长和学校之外的同伴关系的作用。
BACKGROUND AND AIMS
School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions.
APPROACH
We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment.
CONCLUSIONS
School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context.
影响因子：
4.6
作者：
Feddes, Allard R.;Noack, Peter;Rutland, Adam
通讯作者：
Rutland, Adam
影响因子：
4.6
作者：
Jugert, Philipp;Noack, Peter;Rutland, Adam
通讯作者：
Rutland, Adam
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM