Peer inclusion and school equality norm associations with intergroup contact, and academic self-efficacy amongst ethnic majority and ethnic minority youth

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS ACS Applied Bio Materials Pub Date : 2024-03-26 DOI:10.1111/jasp.13027
Shelley McKeown, Gian Antonio Di Bernardo, Jaysan Charlesford, Loris Vezzali, Thia Sagherian-Dickey
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Abstract

Social norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self-efficacy. To test these assertions, we conducted a cross-sectional survey with ethnic majority and ethnic minority youth aged 11–12 (n = 629, 48% female, 43% minority ethnic) attending one of four ethnically diverse secondary schools in England. In support of our hypotheses, we found that both perceived inclusive peer norms and perceived school equality norms were associated with higher quantity and quality of contact for both ethnic majority and minority group youth. An indirect effect was observed whereby perceived peer norms of inclusion and school norms of equality were associated with higher academic self-efficacy through higher quality outgroup contact for both groups. No indirect effect was observed for contact quantity. Findings evidence the importance of perceived peer and school equality norms as well as intergroup contact effects for outcomes that go beyond prejudice reduction, in this case academic self-efficacy.

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同伴包容和学校平等规范与群体间接触以及多数族裔和少数族裔青少年的学业自我效能感的关系
社会规范是青少年态度和行为的重要预测因素。有大量证据表明,在包容性规范的支持下,积极而有意义的群体间接触除了能减少偏见外,还能带来一系列好处。本研究探讨了学校中感知到的同伴包容规范和感知到的平等规范是否与更高质量和更频繁的群体间接触有关,以及反过来,这些是否与更好的学业自我效能感有关。为了验证这些假设,我们对就读于英格兰四所种族多元化中学之一的 11-12 岁多数族裔和少数族裔青少年(n = 629,48% 为女性,43% 为少数族裔)进行了横截面调查。为了支持我们的假设,我们发现,对于多数族裔和少数族裔青少年来说,感知到的包容性同伴规范和感知到的学校平等规范都与较高的接触数量和质量有关。我们还观察到一种间接效应,即感知到的同伴包容规范和学校平等规范与这两个群体通过更高质量的与外群体接触而获得更高的学业自我效能感有关。在接触数量方面没有观察到间接效应。研究结果证明,感知到的同伴和学校平等规范以及群体间接触效应对于减少偏见以外的结果(这里指的是学业自我效能)非常重要。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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