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

近年来，英国的移民人数显著增加。虽然这些成年移民中的许多人在新家受到歧视，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了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，包括消极的心理后果、学习成绩差和未来就业机会有限。解决移民学生被社会排斥的一个有效方法是鼓励他们的同龄人，他们与成年人不同，往往是被排斥的旁观者（即目击者），在观察到排斥行为时挑战这种行为。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认识。这个拟议的项目旨在通过开展三项研究来提高我们的知识，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延续对移民的社会排斥。这些研究通过我们的影响途径战略产生的知识将用于学校的教育政策和实践，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关注的是，当儿童作为旁观者时，个体和课堂特征与他们挑战人际欺凌的倾向（由于个体特征，如害羞或社交技能差）之间的关系。本项目将首次考察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），通过借鉴社会推理发展（SRD）的群体间社会排斥方法和申请人之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）作为旁观者在日常环境中对移民群体间排斥的反应，以了解他们何时以及为什么会支持或挑战这种社会排斥。参与者将通过研究团队与伦敦和肯特郡地区的学校建立的联系来招募。在这三个研究中，儿童和青少年将被呈现出涉及群体间排斥移民同伴的场景，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个同伴。重要的是，这些研究将检验旁观者英国儿童和青少年在挑战同伴的社会排斥时所表达的社会道德判断和推理是如何依赖于以下标准的：受害者是来自相似或不同国家的移民还是非移民（研究1），他们的民族认同是否处于他们思想的最前沿（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还是排斥的（研究2），他们是否持有移民的负面刻板印象（研究3），以及他们是否认为被排除在外的移民同伴掌握他们被排除在外的活动的知识（研究3）。这些研究的结果将强调在设计学校干预措施时，在不同年龄段关注国家认同、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共享知识的重要性，以鼓励旁观者的反应，挑战对移民的社会排斥。

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.