Does School Diversity and Intergroup Relations Impact Social Cohesion Among Youths?

学校多样性和群体间关系是否会影响青少年的社会凝聚力？

• 批准号: 2241920
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2241920
• 关键词: Does; Diversity; Intergroup; Relations; Impact

Increases in migration have altered the UK's ethnic composition. The effects of diversity have raised concerns regarding several outcomes: social capital, in-group conflict, civic engagement and political participation, and trust. My project will examine the relationship between the ethnic diversity of schools and children's attitudes (immigration, in-group bias, trust) and behaviours (voting intentions, volunteering), focusing on how positive and negative interactions and parental attitudes influence behaviours and attitudes.Research Questions:1. What is the relationship between the ethnic diversity of schools and children's attitudes and behaviours?2. What role do positive (contact) and negative (threat) interactions play?3. Do parental attitudes and behaviours explain their children's?4. Do these processes vary across ethnic groups and operationalisations of diversity? Literature Neighbourhood ethnic diversity has negative effects on social capital (Putnam, 2006). These findings support 'conflict' theory, suggesting that as societies become more diverse, people perceive a growing threat and competition for resources, symbols and status. In contrast, 'contact' theory suggests racial and ethnic diversity can reduce prejudice by bringing individuals into contact with out-groups. Positive intergroup contact effectively reduces prejudice, intergroup anxiety, and perceived threat because perceptions of threat that may have developed with increased diversity are offset by positive intergroup contact, and negative effects are suppressed by more positive ones. Social Learning Theory suggests that children model the behaviours of their parents, increasing their propensity to be prosocial, civically engaged and their political preferences. Thus, the role of contact and intergenerational transmission in relation to children require exploring at the school, household and neighbourhood level.OriginalityMy work will make original, substantive and methodological contributions: First, scholars have focused on the negative consequences of diversity, overlooking positive factors. This project will incorporate positive (intergroup contact) and negative (threat) interactions that may shape social cohesion. Second, most diversity research uses cross-sectional data. This project will use longitudinal data to account for the dynamic processes in school contexts and child behaviour/attitudes, increasing the causal claims due to the time ordering of events. Third, the effects of diversity on children have not been explored. Schools are a microcosm where a significant amount of children's time and socialisation occurs, such experiences have a lasting effect on their adult lives. Significance:This project will address important issues on ethnicity, discrimination, child development, intergenerational transmission and intergroup relations and social cohesion. It is significant to policy makers and local/national governments. The main academic beneficiaries will be researchers from sociology, social policy, psychology, economics and political science. The general public, parents, teachers and children will also benefit, as it will raise awareness of key issues and target initiatives addressing equality, discrimination and segregation, with the aim of promoting tolerance and openness.Methodology:This project will use longitudinal data from a representative sample of 18,819 children, their families and schools within the Millennium Cohort Study. I will model the individual and contextual effects of schools and households over time. The MCS captures important behavioural and attitudinal information and includes neglected issues such as intergenerational links, the socio-ecology of the family, and schooling. I will use multilevel, longitudinal and structural equation modelling approaches that will account for the cumulative interplay between heterogeneity, negative and positive interactions and social cohesion.

移民的增加改变了英国的种族构成。多样性的影响引起了人们对以下几个结果的关注：社会资本、群体内冲突、公民参与和政治参与以及信任。我的项目将考察学校的种族多样性与儿童的态度(移民、群体偏见、信任)和行为(投票意向、志愿服务)之间的关系，重点关注积极和消极的互动以及父母态度如何影响行为和态度。研究问题：1.学校的种族多样性与儿童的态度和行为之间有什么关系？2.积极的(接触)和消极的(威胁)互动起什么作用？3.父母的态度和行为能解释他们孩子的态度和行为吗？4.这些过程在不同的种族群体和多样性的可操作性之间是否有所不同？文学邻里关系、种族多样性对社会资本有负面影响(Putnam，2006)。这些发现支持“冲突”理论，表明随着社会变得更加多样化，人们感觉到对资源、象征和地位的威胁和竞争日益加剧。相比之下，“接触”理论表明，种族和民族的多样性可以通过让个人与外部群体接触来减少偏见。积极的群体间接触有效地减少了偏见、群体间焦虑和感知到的威胁，因为随着多样性的增加，可能已经形成的威胁感知被积极的群体间接触所抵消，负面影响被更积极的影响所抑制。社会学习理论认为，孩子以父母的行为为榜样，增加他们亲社会、公民参与的倾向和他们的政治偏好。因此，接触和代际传递对儿童的作用需要在学校、家庭和邻里层面进行探索。原创性我的工作将作出原创性、实质性和方法性的贡献：首先，学者们关注多样性的负面后果，忽视了积极因素。这个项目将结合可能塑造社会凝聚力的积极(群体间接触)和消极(威胁)互动。其次，大多数多样性研究使用的是横断面数据。该项目将使用纵向数据来说明学校环境和儿童行为/态度的动态过程，由于事件的时间顺序，增加了因果关系的主张。第三，多样性对儿童的影响尚未得到探索。学校是一个缩影，在那里，孩子们有大量的时间和社交活动，这样的经历对他们的成年生活产生了持久的影响。意义：该项目将涉及种族、歧视、儿童发展、代际传播、群体间关系和社会凝聚力等重要问题。它对政策制定者和地方/国家政府具有重要意义。主要的学术受益者将是社会学、社会政策、心理学、经济学和政治学的研究人员。普通公众、家长、教师和儿童也将受益，因为它将提高对关键问题的认识，并针对解决平等、歧视和隔离问题的举措，目的是促进容忍和开放。方法：该项目将使用千年队列研究中具有代表性的18,819名儿童、其家庭和学校的纵向数据。随着时间的推移，我将对学校和家庭的个人和背景影响进行建模。MCS收集了重要的行为和态度信息，包括被忽视的问题，如代际联系、家庭的社会生态和学校教育。我将使用多层次、纵向和结构方程建模方法，这些方法将考虑异质性、消极和积极互动以及社会凝聚力之间的累积相互作用。