Publication

Clashrooms: Interethnic peer relationships in schools

Hooijsma, M., 2020, [Groningen]: Rijksuniversiteit Groningen. 174 p.

Research output: ThesisThesis fully internal (DIV)Academic

APA

Hooijsma, M. (2020). Clashrooms: Interethnic peer relationships in schools. [Groningen]: Rijksuniversiteit Groningen. https://doi.org/10.33612/diss.113048057

Author

Hooijsma, Marianne. / Clashrooms : Interethnic peer relationships in schools. [Groningen] : Rijksuniversiteit Groningen, 2020. 174 p.

Harvard

Hooijsma, M 2020, 'Clashrooms: Interethnic peer relationships in schools', Doctor of Philosophy, University of Groningen, [Groningen]. https://doi.org/10.33612/diss.113048057

Standard

Clashrooms : Interethnic peer relationships in schools. / Hooijsma, Marianne.

[Groningen] : Rijksuniversiteit Groningen, 2020. 174 p.

Research output: ThesisThesis fully internal (DIV)Academic

Vancouver

Hooijsma M. Clashrooms: Interethnic peer relationships in schools. [Groningen]: Rijksuniversiteit Groningen, 2020. 174 p. https://doi.org/10.33612/diss.113048057


BibTeX

@phdthesis{05550f8a6dcb4c55ae2a4a4acd8ea94f,
title = "Clashrooms: Interethnic peer relationships in schools",
abstract = "Ethnic diversity in Dutch schools, like in the society at large, is growing. Some are concerned that this gives rise to increasing tensions between ethnic groups, perhaps even that ethnically diverse classrooms become clashrooms. This dissertation aimed to gain insights into ethnic tensions in classrooms by using social network data for studying youth’s positive and negative interethnic relationships. Results show that although youth generally preferred to associate with same-ethnic peers, negative relationships (such as rejection and bullying) did not occur more often between cross- than same-ethnic peers. Ethnic diversity in schools was therefore not found to give rise to tensions between ethnic groups. Nevertheless, the limited presence of positive cross-ethnic peer relationships in diverse classrooms is related to less positive interethnic attitudes, especially for societal majority Dutch youth’s attitudes toward youth with an immigrant background. This dissertation shows that a deeper understanding of the broader peer network in schools can be used to identify conditions under which youth cross ethnic boundaries in their peer relationships. For example, similarity in factors other than ethnicity, such as similarity in position in the bullying network, promotes cross-ethnic relationships. This dissertation deepens and nuances our understanding of interethnic peer relationships in schools through using social network data and differentiating between ethnic groups.",
author = "Marianne Hooijsma",
year = "2020",
doi = "10.33612/diss.113048057",
language = "English",
isbn = "978-94-034-2088-2",
publisher = "Rijksuniversiteit Groningen",
school = "University of Groningen",

}

RIS

TY - THES

T1 - Clashrooms

T2 - Interethnic peer relationships in schools

AU - Hooijsma, Marianne

PY - 2020

Y1 - 2020

N2 - Ethnic diversity in Dutch schools, like in the society at large, is growing. Some are concerned that this gives rise to increasing tensions between ethnic groups, perhaps even that ethnically diverse classrooms become clashrooms. This dissertation aimed to gain insights into ethnic tensions in classrooms by using social network data for studying youth’s positive and negative interethnic relationships. Results show that although youth generally preferred to associate with same-ethnic peers, negative relationships (such as rejection and bullying) did not occur more often between cross- than same-ethnic peers. Ethnic diversity in schools was therefore not found to give rise to tensions between ethnic groups. Nevertheless, the limited presence of positive cross-ethnic peer relationships in diverse classrooms is related to less positive interethnic attitudes, especially for societal majority Dutch youth’s attitudes toward youth with an immigrant background. This dissertation shows that a deeper understanding of the broader peer network in schools can be used to identify conditions under which youth cross ethnic boundaries in their peer relationships. For example, similarity in factors other than ethnicity, such as similarity in position in the bullying network, promotes cross-ethnic relationships. This dissertation deepens and nuances our understanding of interethnic peer relationships in schools through using social network data and differentiating between ethnic groups.

AB - Ethnic diversity in Dutch schools, like in the society at large, is growing. Some are concerned that this gives rise to increasing tensions between ethnic groups, perhaps even that ethnically diverse classrooms become clashrooms. This dissertation aimed to gain insights into ethnic tensions in classrooms by using social network data for studying youth’s positive and negative interethnic relationships. Results show that although youth generally preferred to associate with same-ethnic peers, negative relationships (such as rejection and bullying) did not occur more often between cross- than same-ethnic peers. Ethnic diversity in schools was therefore not found to give rise to tensions between ethnic groups. Nevertheless, the limited presence of positive cross-ethnic peer relationships in diverse classrooms is related to less positive interethnic attitudes, especially for societal majority Dutch youth’s attitudes toward youth with an immigrant background. This dissertation shows that a deeper understanding of the broader peer network in schools can be used to identify conditions under which youth cross ethnic boundaries in their peer relationships. For example, similarity in factors other than ethnicity, such as similarity in position in the bullying network, promotes cross-ethnic relationships. This dissertation deepens and nuances our understanding of interethnic peer relationships in schools through using social network data and differentiating between ethnic groups.

U2 - 10.33612/diss.113048057

DO - 10.33612/diss.113048057

M3 - Thesis fully internal (DIV)

SN - 978-94-034-2088-2

PB - Rijksuniversiteit Groningen

CY - [Groningen]

ER -

ID: 113048057