In-group bias in the classroom: The role of co-ethnic and other-ethnic peers and multiculturalism

Authors

  • Jochem Thijs
  • Maykel Verkuyten
Keywords: in-group bias, classroom, children, ethnic attitudes, multiculturalism, attitude group

Abstract

This study among 322 native Dutch and 193 Turkish-Dutch early adolescents examined ethnic in-group bias in relation to two different aspects of the classroom context: the (aggregated) actual group evaluations of co-ethnic and other-ethnic classmates, and the multicultural classroom climate. Multilevel analyses showed that the in-group evaluation of co-ethnic peers was positively related to in-group bias, and that the out-group evaluation of co-ethnic peers had a negative effect. This latter effect was mediated by the children‟s own out-group attitude. The inand out-group evaluations of other-ethnic peers had no unique effects on in-group bias. Multicultural classroom climate had a negative effect on the in-group bias of native Dutch children but not of Turkish-Dutch children. Results show that in-group bias is uniquely affected by in-group peers and by the normative school context.

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How to Cite
Thijs, J., & Verkuyten, M. (2011). In-group bias in the classroom: The role of co-ethnic and other-ethnic peers and multiculturalism. Anales de Psicología / Annals of Psychology, 27(3), 662–669. Retrieved from https://revistas.um.es/analesps/article/view/135241
Issue
Vol. 27 No. 3 (2011)
Section
Special issue. Prejudice: Sociodevelopmental perspectives. Guest Editors: Silvia Guerrero, Ileana Enesco and Rosa M Pons

 

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