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首页> 外文期刊>European journal of social psychology >Change in school ethnic diversity and intergroup relations: The transition from segregated elementary to mixed secondary school for majority and minority students
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Change in school ethnic diversity and intergroup relations: The transition from segregated elementary to mixed secondary school for majority and minority students

机译：学校种族多样性和互动关系的变化：从分离小学对多数和少数民族学生的混合中学转型

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摘要

This research examined the impact of a change in school diversity on school children's intergroup relations. A longitudinal survey tracked 551 White British and Asian British students (M-age = 11.32) transitioning from elementary (time 1) to secondary (time 2) school in an ethnically segregated town in the United Kingdom. We estimated a multivariate, multilevel model. A cross-sectional comparison of segregated schools and a mixed elementary school at time 1 revealed that both Asian and White British in the mixed school reported more positive intergroup relations. A longitudinal analysis found that the transition from segregated elementary to mixed secondary schools was associated with Asian British developing more positive intergroup relations. White British reported overall less positive intergroup relations, although only trust decreased; evidence from other measures remains inconclusive. The findings are important for understanding early stages of diversity exposure, and the impact of changing diversity levels on majority and minority groups.
机译：本研究审查了学校多样性变化对学校儿童的互动关系的影响。纵向调查跟踪了551名白英和亚洲英国学生（M-岁= 11.32）从小学（时间1）转移到英国的种族隔离镇中的次要（时间1）学校。我们估计了多变量，多级模型。分离学校和混合小学时期的横断面比较揭示了混合学院的亚洲和白人英国人报告了更积极的互动关系。纵向分析发现，从分离小学对混合中学的过渡与亚洲英国发展更积极的互动关系有关。白人英国报告总体上较少积极的互动关系，尽管只有信任减少;来自其他措施的证据仍然不确定。该研究结果对于了解多样性曝光的早期阶段，以及改变多样性水平对多数和少数群体的影响。

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