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

近年来，英国的移民人数明显增加。虽然这些成年移民中有许多人在新家受到歧视，但与他们相伴的移民儿童和青少年在学校环境中也普遍受到社会排斥和歧视。这种社会排斥是有问题的，因为众所周知，它会形成一种终身挑战的模式，包括负面的心理后果、学业成绩差和未来就业机会有限。解决移民学生被社会排斥问题的一个有效手段是鼓励他们的同龄人，他们与成年人不同，往往是旁观者（即，证人）的排斥，质疑排斥行为时，它被观察到。为了制定教育策略，以促进这种旁观者的反应，我们首先需要提高我们的知识，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，这个拟议中的项目旨在通过进行三项研究，以确定何时以及为什么英国儿童和青少年作为旁观者拒绝或永久化移民的社会排斥，以提高我们的知识。这些研究通过我们的影响之路战略产生的知识将用于为学校内的教育政策和做法提供信息，鼓励学生挑战由于歧视而对移民的社会排斥。通常，心理学和教育学中的旁观者研究集中在个人和课堂特征如何与儿童作为旁观者挑战人际欺凌的倾向（由于个人特征，如害羞或社交技能差）相关。该项目将首次研究英国儿童和青少年作为旁观者是否支持或挑战移民的群体间排斥（由于偏见和歧视），方法是借鉴社会推理发展（SRD）方法来解决群体间社会排斥问题，以及申请人以前对儿童和青少年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）作为旁观者对移民在日常环境中受到群体间排斥的反应，以了解他们何时以及为何支持或质疑这种社会排斥。参与者将利用研究小组与伦敦和肯特地区学校建立的联系招募。在每一个三项研究中，儿童和青少年将提出的方案涉及群体间排斥的移民同行，并询问他们作为旁观者会在多大程度上挑战或支持他们的群体的排斥这个同行。重要的是，这些研究将研究旁观的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如何取决于以下标准：受害者是否是来自相似或不同国家的移民或非移民（研究1），他们的国家认同是否在他们的脑海中（研究1），他们是否期望自己的英国群体和移民群体是包容性的或排斥性的（研究2），他们是否对移民持有负面的刻板印象（研究3），以及他们是否认为被排除在外的移民同伴对他们被排除在外的活动有了解（研究3）。这些研究的结果将突出说明，在设计学校干预措施以鼓励旁观者作出反应，挑战对移民的社会排斥时，不同年龄的人都必须注重民族特性、与移民的文化差异和相似性、群体规范、对移民的负面定型观念以及与移民分享的知识。

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.