Radboud University Nijmegen/ICS.
ERCOMER, Utrecht University/ICS.
J Res Adolesc. 2017 Mar;27(1):20-33. doi: 10.1111/jora.12248. Epub 2016 Jan 20.
This study examines how classroom and neighborhood ethnic diversity affect adolescents' tendency to form same- versus cross-ethnic friendships when they enter middle school. Hypotheses are derived from exposure, conflict, and constrict theory. Hypotheses are tested among 911 middle school students (43 classrooms, nine schools) in the Netherlands. Multilevel (p) social network analyses show that students were more likely to engage in same-ethnic rather than cross-ethnic friendships. In line with conflict theory, greater classroom and neighborhood diversity were related to stronger tendencies to choose same-ethnic rather than cross-ethnic friends, among both ethnic majority and minority students. Diversity did not hamper reciprocity, as students in more ethnically diverse classrooms were even more likely to reciprocate friendships.
本研究考察了课堂和邻里的种族多样性如何影响青少年在进入中学时形成同种族和跨种族友谊的倾向。这些假设是从接触、冲突和约束理论中得出的。该研究在荷兰的 911 名中学生（43 个班级，9 所学校）中进行。多层次（p）社会网络分析显示，学生更倾向于建立同种族而不是跨种族的友谊。与冲突理论一致的是，课堂和邻里的多样性越大，无论是多数族裔还是少数族裔学生，选择同种族而不是跨种族朋友的倾向就越强。多样性并没有阻碍互惠，因为在种族多样性更大的课堂中，学生更有可能回报友谊。
