Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00572313" target="_blank" >RIV/68081740:_____/24:00572313 - isvavai.cz</a>

Result on the web

<a href="https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2413" target="_blank" >https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2413</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/icd.2413" target="_blank" >10.1002/icd.2413</a>

Result language

angličtina

Original language name

Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries

Original language description

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Infant and Child Development

ISSN

1522-7227

e-ISSN

1522-7219

Volume of the periodical

33

Issue of the periodical within the volume

2

Country of publishing house

US - UNITED STATES

Number of pages

21

Pages from-to

e2413

UT code for WoS article

000956610800001

EID of the result in the Scopus database

2-s2.0-85150959872