Department of Psychology, Humboldt University.
Department of Psychology, National and Kapodistrian University of Athens.
Cultur Divers Ethnic Minor Psychol. 2017 Oct;23(4):486-498. doi: 10.1037/cdp0000155. Epub 2017 Apr 10.
In multiethnic classrooms, acceptance and rejection by classmates of one's own versus other ethnicity is influenced by in-group preference, the societal status of the ethnicities, and composition of classrooms. We aimed at (a) confirming these effects for immigrant versus nonimmigrant adolescents in newly formed classrooms, (b) longitudinally studying the change of these effects over the next 2 years, and (c) studying the longitudinal links between immigrants' acculturation and acceptance/rejection by (non)immigrants.
This was a multilevel, longitudinal study of 1,057 13-year-old students nested in 49 classrooms over the first 3 years of middle school in Greece. Immigrant composition of classrooms varied strongly (average 44%), and immigrants in a classroom were ethnically homogeneous (78% same-ethnic). Students' acceptance and rejection by Greek and immigrant students were sociometrically assessed every year. Multilevel analyses were conducted for questions a and b and cross-lagged analyses for question c.
Initially, immigrants were less accepted and more rejected by their classmates than Greeks. However, in classrooms with more than 66% immigrants, they were more accepted and less rejected. Over time, (a) immigrants and Greeks did not differ in being rejected and (b) immigrants in classrooms with few immigrants became increasingly more accepted. Finally, immigrants with higher involvement with the Greek culture were more accepted by their Greek classmates.
Immigrants' peer relations with Greeks were positively affected by increasing opportunity for intergroup contact and involvement with the Greek culture. Interventions supporting acculturation and intergroup contact may prove beneficial for immigrant students. (PsycINFO Database Record
在多民族课堂中，同学对自身所属族群和其他族群的接纳和排斥受到内群体偏好、族群的社会地位以及班级构成的影响。我们旨在：(a) 证实这些因素对新形成的课堂中的移民和非移民青少年的影响；(b) 纵向研究这些影响在接下来的 2 年内的变化；(c) 研究移民融入和被（非）移民接纳/排斥之间的纵向联系。
这是一项在希腊中学头 3 年进行的多层次、纵向研究，共涉及 1057 名 13 岁的学生，他们被嵌套在 49 个班级中。课堂上移民的构成差异很大（平均 44%），而且课堂上的移民是同质的（78%是同一种族）。每年都对学生被希腊学生和移民学生的接纳和排斥情况进行社会计量评估。对问题 a 和 b 进行多层次分析，对问题 c 进行交叉滞后分析。
最初，移民比希腊学生更不受欢迎，更受排斥。然而，在移民比例超过 66%的班级中，他们更受欢迎，受排斥程度更低。随着时间的推移，(a) 移民和希腊学生在被排斥方面没有差异；(b) 在移民较少的班级中，移民变得越来越受欢迎。最后，与希腊文化接触更多的移民学生更受希腊同学的欢迎。
移民与希腊学生的同伴关系因增加与外群体接触和参与希腊文化的机会而得到积极影响。支持文化融入和跨群体接触的干预措施可能对移民学生有益。
