Journal Article

Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers’ and Classmates’ Diversity Norms

Hornstra Lisette, Jochem, Thijs, Lian, van Vemde

2021

Overview

Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (Mage = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students’ national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.

• Publisher: Springer Nature B.V
• Subject: Academic Achievement / Acculturation / Cultural Background / Economic development / Elementary School Students / Ethnic Groups / Ethnicity / Intergroup relations / Migrant Children / Migrant Education / Minority & ethnic groups / Minority Group Children / Minority Group Students / Minority Group Teachers / Minority groups / Minority students / National Surveys / Norms / Racial Identification / School Segregation / Segregation / Social contact / Student Adjustment / Student teacher relationship / Students / Teacher Promotion / Teacher Surveys / Teachers / Well Being / Youth