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| Format: | Artículo Open Access |
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Wiley
2025
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| Online Access: | https://onlinelibrary.wiley.com/doi/10.1002/jad.12521 |
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| author | Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč |
| author_facet | Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč |
| collection | Wiley Open Access |
| contents | Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč Journal of Adolescence ABSTRACTIntroductionAccording 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.MethodsUsing 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.ResultsThe 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.ConclusionsThis 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. 10.1002/jad.12521 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/jad.12521 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_jad_12521 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč Journal of Adolescence Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups Markéta Spitzerová Elisabetta Crocetti Aleš Kudrnáč Journal of Adolescence ABSTRACTIntroductionAccording 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.MethodsUsing 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.ResultsThe 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.ConclusionsThis 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. 10.1002/jad.12521 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Identity Processing Strategies, Classroom Ethnic Diversity, and Attitudes Toward Ethnic Outgroups |
| topic | Journal of Adolescence |
| url | https://onlinelibrary.wiley.com/doi/10.1002/jad.12521 |