Social Exclusion among Peers

The Role of Immigrant Status and Classroom Immigrant Density

Datos Bibliográficos

ID8095961
AutoresStephanie Plenty (0000-0001-7994-4829, Stockholm University, autor de correspondencia), Jan O Jonsson (0000-0003-0410-7166, Stockholm University)
Año2016
Volumen46
Número6
Páginas1275-1288
Fecha de publicación2016-09-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Youth and Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0047-2891 • E-ISSN: 1573-6601
EditorialSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s10964-016-0564-5
PMID27619378
OpenAlexW2518704258
IdiomaEN
Citas recibidas74
Referencias citadas61

Increasing immigration and school ethnic segregation have raised concerns about the social integration of minority students. We examined the role of immigrant status in social exclusion and the moderating effect of classroom immigrant density among Swedish 14-15-year olds (n = 4795, 51 % females), extending conventional models of exclusion by studying multiple outcomes: victimization, isolation, and rejection. Students with immigrant backgrounds were rejected more than majority youth and first generation non-European immigrants were more isolated. Immigrants generally experienced more social exclusion in immigrant sparse than immigrant dense classrooms, and victimization increased with higher immigrant density for majority youth. The findings demonstrate that, in addition to victimization, subtle forms of exclusion may impede the social integration of immigrant youth but that time in the host country alleviates some risks for exclusion

Ethnic group · Immigration · Political science · Social exclusion · Social integration · Social isolation · Sociology · Bullying, Victimization, and Aggression · Migration, Health and Trauma · Psychology · Racial and Ethnic Identity Research · Social Psychology