Interdisciplinary Social Science, Utrecht University, Utrecht, The Netherlands.
Municipal Health Services Amsterdam, Amsterdam, The Netherlands.
J Youth Adolesc. 2020 Mar;49(3):605-617. doi: 10.1007/s10964-020-01200-6. Epub 2020 Feb 7.
Although there are theoretical reasons to expect an association between ethnic minority status and popularity, research on this topic is scarce. Therefore, this association was investigated including the moderating role of the ethnic classroom composition and the mediating role of aggression. Data from the longitudinal Dutch SNARE (Social Network Analysis of Risk behavior in Early adolescence) project were used among first-year students (comparable to 5th grade) (N = 1134, N = 51, M = 12.5 years, 137 non-Western ethnic minority students). Popularity and aggression were assessed with peer nominations. Multi-level Structural Equation Models showed that ethnic minority status was indirectly associated with higher popularity, through higher aggression. Moreover, with increasing numbers of ethnic minority students in the classroom, popularity levels of both ethnic majority and ethnic minority students decreased. Only when differences in aggression between ethnic minority and majority students were included in the analyses, while the ethnic classroom composition was not included, lower popularity levels were found for ethnic minority than ethnic majority students. Scientific and practical implications of this study were addressed in the discussion.
尽管有理论上的理由可以预期少数民族身份与受欢迎程度之间存在关联，但关于这个主题的研究却很少。因此，本研究包括了对这一关联的调查，其中包括了种族课堂构成的调节作用和攻击性的中介作用。该研究的数据来自于纵向荷兰 SNARE（青少年早期风险行为的社会网络分析）项目，涉及一年级学生（相当于五年级）（N=1134，N=51，M=12.5 岁，137 名非西方少数民族学生）。受欢迎程度和攻击性是通过同伴提名来评估的。多层次结构方程模型显示，少数民族身份与更高的攻击性有关，而更高的攻击性又与更高的受欢迎程度有关。此外，随着课堂上少数民族学生人数的增加，少数民族和多数族裔学生的受欢迎程度都有所下降。只有当分析中包括了少数民族和多数族裔学生之间的攻击性差异，而不包括种族课堂构成时，少数民族学生的受欢迎程度才会低于多数族裔学生。在讨论中讨论了本研究的科学和实践意义。
