Birtel, Michèle D. ORCID: 0000-0002-2383-9197, Reimer, Nils, Wölfer, Ralf and Hewstone, Miles (2019) Change in school ethnic diversity and intergroup relations: The transition from segregated elementary to mixed secondary school for majority and minority students. European Journal of Social Psychology, 50 (1). pp. 160-176. ISSN 0046-2772 (Print), 1099-0992 (Online) (doi:https://doi.org/10.1002/ejsp.2609)

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Abstract

This research examined the impact of a change in school diversity on school children’s intergroup relations. A longitudinal survey tracked 551 White British and Asian British students (Mage = 11.32) transitioning from elementary (time 1) to secondary (time 2) school in an ethnically segregated town in the United Kingdom. We estimated a multivariate, multilevel model. A cross-sectional comparison of segregated schools and a mixed elementary school at time 1 revealed that both Asian and White British in the mixed school reported more positive intergroup relations. A longitudinal analysis found that the transition from segregated elementary to mixed secondary schools was associated with Asian British developing more positive intergroup relations. White British reported overall less positive intergroup relations, although only trust decreased, evidence from other measures remains inconclusive. The findings are important for understanding early stages of diversity exposure, and the impact of changing diversity levels on majority and minority groups.

Item Type:	Article
Uncontrolled Keywords:	ethnic diversity, prejudice, intergroup contact, longitudinal data
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	18 Jun 2020 01:38
URI:	http://gala.gre.ac.uk/id/eprint/24619

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