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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50401 - Sociology

Projekt

<a href="/cs/project/GM23-07283M" target="_blank" >GM23-07283M: Dynamika postojů adolescentů k cizincům</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

JOURNAL OF ADOLESCENCE

ISSN

0140-1971

e-ISSN

1095-9254

Svazek periodika

97

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

1597-1609

Kód UT WoS článku

001492409800001

EID výsledku v databázi Scopus

2-s2.0-105005851486