Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378025%3A_____%2F25%3A00635685" target="_blank" >RIV/68378025:_____/25:00635685 - isvavai.cz</a>

Result on the web

<a href="https://onlinelibrary.wiley.com/doi/10.1002/jad.12521" target="_blank" >https://onlinelibrary.wiley.com/doi/10.1002/jad.12521</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/jad.12521" target="_blank" >10.1002/jad.12521</a>

Result language

angličtina

Original language name

Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups

Original language description

Introduction: According to the Intergroup Contact Theory, social interaction can foster positive attitudes toward outgroups. However, less is known about the role of social-cognitive strategies in navigating experiences that prompt identity reflection, such as interactions in ethnically diverse classroom environments. In this study, we examine the role of identity processing strategies (i.e., informational, normative, diffuse/avoidant) in the relationship between classroom ethnic diversity and attitudes toward ethnic outgroups. Methods: Using nationally representative data from the first wave of the Czech Education Panel Survey (2023), which included 23,466 high school freshmen (49.3% males, 49.9% females, and 0.8% others, 37.5% have at least one university educated parent, mean age of 15.6 years, Czech majority 84.4% and ethnic minority 15.6%) from 249 schools, multilevel models were employed to examine the attitudes of the Czech majority toward minority groups, as well as the attitudes of ethnic minority members toward the Czech majority. Results: The findings show that there is a relationship between identity formation strategies and attitudes toward ethnic outgroups. Adolescents using informational and normative identity strategies are more positive toward outgroups. Diffuse/avoidant strategy is not associated with attitudes toward outgroups. Further, higher ethnic diversity in the classroom is associated with more positive attitudes toward outgroups among adolescents who use informational and normative identity strategies. Conclusions: This study indicates that higher ethnic diversity in the classroom may facilitate the formation of positive attitudes toward other ethnic groups among adolescents. Thus, ethnicity should not be neglected when considering the composition of students in the classrooms.

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

—

OECD FORD branch

50401 - Sociology

Project

<a href="/en/project/GM23-07283M" target="_blank" >GM23-07283M: The dynamics of adolescents‘ attitudes toward outgroups</a><br>

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2025

Confidentiality

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

Name of the periodical

JOURNAL OF ADOLESCENCE

ISSN

0140-1971

e-ISSN

1095-9254

Volume of the periodical

97

Issue of the periodical within the volume

6

Country of publishing house

US - UNITED STATES

Number of pages

13

Pages from-to

1597-1609

UT code for WoS article

001492409800001

EID of the result in the Scopus database

2-s2.0-105005851486