File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support

TitleAcceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support
Authors
Keywordsethnic minority
perceived norm of prejudice
school culture
social acceptance
teacher support
Issue Date2021
PublisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279
Citation
British Journal of Educational Psychology, 2021, v. 91 n. 2, p. 676-690 How to Cite?
AbstractBackground. Schools around the world are increasingly diverse in ethnicity. Given the importance of peer acceptance in children’s well-being and development, it is a pressing concern for educators to promote intergroup acceptance in schools. Aims. First, to examine the developmental trends of acceptance of outgroup members in both the ethnic minority and majority students. Second, to investigate how outgroup acceptance is subject to the interplay between perceived norm of prejudice, a risk factor in the macrosystem, and teacher support, a protective factor in the microsystem. Sample. The participants were 3,723 students (ethnic majority: 61%; boys: 51.9%; mean age: 13.7) at Grade 2, 5, 8, and 11 from 24 schools in Hong Kong. Methods. The students were asked to complete a battery of questionnaires regarding their willingness to accept outgroup members in schools, perceived societal norm of prejudice against ethnic minority group, and teacher support they received in schools. Results. It was found that ethnic minority students accepted outgroup members more than ethnic majority students accepted them. The difference was primarily driven by the low outgroup acceptance of ethnic majority students in Grades 2 and 5. The results of multi-level analysis revealed that outgroup acceptance was associated negatively with perceived norm of prejudice but positively with teacher support. The negative association between outgroup acceptance and perceived norm of prejudice was attenuated in schools with supportive culture. Conclusions. The results point to the need of early intervention and the importance of cultivating school culture with strong social emotional support.
Persistent Identifierhttp://hdl.handle.net/10722/294567
ISSN
2020 Impact Factor: 3.241
2015 SCImago Journal Rankings: 1.304
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLam, SF-
dc.contributor.authorShum, KMK-
dc.contributor.authorChan, WL-
dc.contributor.authorTsoi, WSE-
dc.date.accessioned2020-12-08T07:38:48Z-
dc.date.available2020-12-08T07:38:48Z-
dc.date.issued2021-
dc.identifier.citationBritish Journal of Educational Psychology, 2021, v. 91 n. 2, p. 676-690-
dc.identifier.issn0007-0998-
dc.identifier.urihttp://hdl.handle.net/10722/294567-
dc.description.abstractBackground. Schools around the world are increasingly diverse in ethnicity. Given the importance of peer acceptance in children’s well-being and development, it is a pressing concern for educators to promote intergroup acceptance in schools. Aims. First, to examine the developmental trends of acceptance of outgroup members in both the ethnic minority and majority students. Second, to investigate how outgroup acceptance is subject to the interplay between perceived norm of prejudice, a risk factor in the macrosystem, and teacher support, a protective factor in the microsystem. Sample. The participants were 3,723 students (ethnic majority: 61%; boys: 51.9%; mean age: 13.7) at Grade 2, 5, 8, and 11 from 24 schools in Hong Kong. Methods. The students were asked to complete a battery of questionnaires regarding their willingness to accept outgroup members in schools, perceived societal norm of prejudice against ethnic minority group, and teacher support they received in schools. Results. It was found that ethnic minority students accepted outgroup members more than ethnic majority students accepted them. The difference was primarily driven by the low outgroup acceptance of ethnic majority students in Grades 2 and 5. The results of multi-level analysis revealed that outgroup acceptance was associated negatively with perceived norm of prejudice but positively with teacher support. The negative association between outgroup acceptance and perceived norm of prejudice was attenuated in schools with supportive culture. Conclusions. The results point to the need of early intervention and the importance of cultivating school culture with strong social emotional support.-
dc.languageeng-
dc.publisherWiley for British Psychological Society. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsSubmitted (preprint) Version This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Accepted (peer-reviewed) Version This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectethnic minority-
dc.subjectperceived norm of prejudice-
dc.subjectschool culture-
dc.subjectsocial acceptance-
dc.subjectteacher support-
dc.titleAcceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support-
dc.typeArticle-
dc.identifier.emailLam, SF: lamsf@hku.hk-
dc.identifier.emailShum, KMK: kkmshum@hku.hk-
dc.identifier.emailChan, WL: wlwinnie@hku.hk-
dc.identifier.authorityLam, SF=rp00568-
dc.identifier.authorityShum, KMK=rp02117-
dc.identifier.authorityChan, WL=rp01969-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/bjep.12387-
dc.identifier.pmid33222192-
dc.identifier.scopuseid_2-s2.0-85096706824-
dc.identifier.hkuros320341-
dc.identifier.volume91-
dc.identifier.issue2-
dc.identifier.spage676-
dc.identifier.epage690-
dc.identifier.isiWOS:000591156300001-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats