Bystander reactions to the intergroup exclusion of immigrants among British children and adolescents

旁观者对英国儿童和青少年中移民群体间排斥的反应

• 批准号: ES/R005540/1
• 负责人: Adam Rutland
• 金额: $ 64.18万
• 依托单位: Goldsmiths University of London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FR005540%2F1
• 关键词: Bystander; reactions; intergroup; exclusion; immigrants

In recent times the number of immigrants in the United Kingdom has increased noticeably. While many of these adult immigrants experience discrimination in their new home, they are often accompanied by immigrant children and adolescents who also experience pervasive social exclusion and discrimination in school settings. Such social exclusion is problematic since it is known to establish a pattern of life-long challenges including negative psychological outcomes, poor academic achievement and limited future employment opportunities. One effective means to address the social exclusion of immigrant students is to encourage their peers, who unlike adults are often bystanders (i.e., witnesses) to the exclusion, to challenge an act of exclusion when it is observed. In order to develop educational strategies to facilitate such bystander reactions we first need to improve our knowledge of how British children and adolescents as bystanders support or reject social exclusion based on immigrant status.This proposed project aims to enhance our knowledge by conducting three studies to determine when and why British children and adolescents as bystanders reject or perpetuate the social exclusion of immigrants. The knowledge produced by these studies through our pathway to impact strategy will be used to inform educational policies and practices within schools which encourages students to challenge the social exclusion of immigrants due to discrimination. Typically bystander research in psychology and education has focused on how individual and classroom characteristics are related to the tendency of children when they are bystanders to challenge interpersonal bullying (due to individual characteristics, such as shyness or poor social skills). This project will for the first time examine whether British children and adolescents as bystanders support or challenge the intergroup exclusion (due to prejudice and discrimination) of immigrants by drawing from the Social Reasoning Developmental (SRD) approach to intergroup social exclusion and the applicant's previous research into bystander reactions and social exclusion in childhood and adolescence. The proposed project will investigate the development of children's (8-10 years) and adolescent's (13-15 years) reactions as bystanders to the intergroup exclusion of immigrants in everyday settings, to understand when and why they would support or challenge this type of social exclusion. The participants will be recruited using the research team's established connections with schools in areas of London and Kent. In each of the three studies, children and adolescents will be presented with scenarios involving the intergroup exclusion of an immigrant peer and asked to what extent they as bystanders would challenge or support their group's exclusion of this peer. Importantly the studies will examine how the social-moral judgments and reasoning expressed by bystander British children and adolescents about challenging the social exclusion of a peer are dependent on the following criteria: whether the victim is an immigrant from a similar or different nation or a non-immigrant (Study 1), whether their national identity is at the forefront of their mind (Study 1), whether they expect their own British group and the immigrant group to be inclusive or exclusion (Study 2), whether they hold negative stereotypes of immigrants (Study 3) and whether they think the excluded immigrant peer holds knowledge about the activity from which they were excluded (Study 3). The findings of the studies will highlight the importance at different ages of focusing on national identity, cultural differences and similarities with immigrants, group norms, negative stereotypes of immigrants and shared knowledge with immigrants when designing school interventions to encourage bystander reactions that will challenge the social exclusion of immigrants.

最近，联合王国的移民人数明显增加。虽然这些成年移民中的许多人在他们的新家遭受歧视，但他们往往伴随着移民儿童和青少年，他们在学校环境中也经历着普遍的社会排斥和歧视。这种社会排斥是有问题的，因为众所周知，它建立了一种终身挑战的模式，包括消极的心理结果、糟糕的学业成绩和有限的未来就业机会。解决对移民学生的社会排斥问题的一个有效办法是鼓励他们的同龄人--他们与成年人不同，往往是排斥的旁观者(即目击者)--在被观察到排斥行为时对其提出质疑。为了制定促进这种旁观者反应的教育策略，我们首先需要提高我们对英国儿童和青少年作为旁观者如何支持或拒绝基于移民身份的社会排斥的了解。这个拟议的项目旨在通过进行三项研究来增强我们的知识，以确定英国儿童和青少年作为旁观者何时以及为什么拒绝或永久地拒绝或永久地排斥移民。这些研究通过我们的影响之路战略产生的知识将被用来为学校的教育政策和做法提供信息，鼓励学生挑战由于歧视而被社会排斥的移民。通常，心理学和教育学中的旁观者研究侧重于当儿童成为旁观者(由于个人特征，如害羞或社交技能较差)时，他们的个人和课堂特征与他们挑战人际欺凌的倾向之间的关系。该项目将首次审查英国儿童和青少年作为旁观者是否支持或挑战对移民的群体间排斥(由于偏见和歧视)，方法是借鉴关于群体间社会排斥的社会推理发展方法，以及申请人先前对儿童和青少年时期的旁观者反应和社会排斥的研究。拟议的项目将调查儿童(8-10岁)和青少年(13-15岁)作为旁观者对日常环境中群体间排斥移民的反应的发展，以了解他们何时以及为什么支持或挑战这种类型的社会排斥。参与者将利用研究团队与伦敦和肯特郡地区的学校建立的联系进行招募。在这三项研究中的每一项中，儿童和青少年都会被呈现一种群体间排斥移民同伴的情景，并被问及他们作为旁观者会在多大程度上挑战或支持他们的群体排斥这一同伴。重要的是，这些研究将考察旁观者英国儿童和青少年对挑战同龄人的社会排斥所表达的社会道德判断和推理是如何取决于以下标准的：受害者是来自相似或不同国家的移民还是非移民(研究1)，他们的国家认同是否处于他们脑海中的前沿(研究1)，他们是否期望自己的英国群体和移民群体是包容的或被排斥的(研究2)，他们是否对移民持有负面刻板印象(研究3)，以及他们是否认为被排除在外的移民同龄人知道他们被排除在外的活动(研究3)。这些研究的结果将突出不同年龄段的重要性，即在设计学校干预措施以鼓励旁观者反应时，关注民族认同、与移民的文化差异和相似之处、群体规范、对移民的负面刻板印象以及与移民分享知识，以鼓励旁观者做出反应，挑战对移民的社会排斥。

项目成果

Challenging the Exclusion of Immigrant Peers.

挑战移民同龄人的排斥。

• DOI: 10.1177/01650254221128275
• 发表时间: 2023
• 期刊: International journal of behavioral development
• 影响因子: 3.7
• 作者: Palmer SB

When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.

• DOI: 10.3389/fpsyg.2022.833589
• 发表时间: 2022
• 期刊: FRONTIERS IN PSYCHOLOGY
• 影响因子: 3.8
• 作者: Yuksel, Ayse Sule;Palmer, Sally B.;Argyri, Eirini Ketzitzidou;Rutland, Adam
• 通讯作者: Rutland, Adam

sj-docx-1-jbd-10.1177_01650254221128275 - Supplemental material for Challenging the exclusion of immigrant peers

sj-docx-1-jbd-10.1177_01650254221128275 - 挑战排斥移民同伴的补充材料

• DOI: 10.25384/sage.21428902
• 发表时间: 2022
• 作者: Palmer S

British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers.

• DOI: 10.3389/fpsyg.2022.837276
• 发表时间: 2022
• 期刊: Frontiers in psychology
• 影响因子: 3.8
• 作者: Gönültaş S;Ketzitzidou Argyri E;Yüksel AŞ;Palmer SB;McGuire L;Killen M;Rutland A
• 通讯作者: Rutland A

The Wiley Blackwell Handbook of Bullying - A Comprehensive and International Review of Research and Intervention

威利·布莱克威尔欺凌手册 - 研究和干预的全面国际回顾

• DOI: 10.1002/9781118482650.ch73
• 发表时间: 2021
• 作者: Palmer S