Publication: Intergroup friendship and children's intentions for social exclusion in integrative classrooms: the moderating role of teachers' diversity beliefs
Intergroup friendship and children's intentions for social exclusion in integrative classrooms: the moderating role of teachers' diversity beliefs
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Grütter, J., & Meyer, B. (2014). Intergroup friendship and children’s intentions for social exclusion in integrative classrooms: the moderating role of teachers’ diversity beliefs. Journal of Applied Social Psychology, 44(7), 481–494. https://doi.org/10.1111/jasp.12240
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We examine children's intentions to socially exclude other children with special educational needs in integrative classrooms. Based on developmental and diversity research, we hypothesize that intergroup friendship leads to lower intentions to socially exclude. We also examine the moderating role of teachers' diversity beliefs on the proposed relationship. We obtained social network and questionnaire measures from 439 primary school pupils from 20 school classes, and analyzed them with multilevel modeling. In support of the moderation
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- Grütter, Jeanine
- Meyer, Bertolt
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Grütter, J., & Meyer, B. (2014). Intergroup friendship and children’s intentions for social exclusion in integrative classrooms: the moderating role of teachers’ diversity beliefs. Journal of Applied Social Psychology, 44(7), 481–494. https://doi.org/10.1111/jasp.12240
