Anke Munniksma
Biographic Data
| ID | 86102 |
|---|---|
| NAME | Anke Munniksma |
| GIVEN NAMES | Anke |
| FAMILY NAME | Munniksma |
| SIGNATURE | MUNNIKSMA A |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-1316-8780 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteris…
Teachers' attention to students' funds of identity in Dutch primary school classrooms
Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show signific…
Practicing voice: Student voice experiences, democratic school culture and students’ attitudes towards voice
The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students' experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, fro…
Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population
This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 …
Inequalities in democratic outcomes among young citizens: The role of access to and participation in democratic activities in school in 15 countries
Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms
Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low…
The Impact of Adolescents' Classroom and Neighborhood Ethnic Diversity on Same‐ and Cross‐Ethnic Friendships Within Classrooms
This study examines how classroom and neighborhood ethnic diversity affect adolescents' tendency to form same‐ versus cross‐ethnic friendships when they enter middle school. Hypotheses are derived from exposure, conflict, and constrict theory. Hypotheses are tested among 911 middle school students (43 classrooms, nine schools) in the Netherlands. Multilevel ( p 2 ) social network analyses show that students were more likely to engage in same‐ethn…
The relation between ethnic classroom composition and adolescents’ ethnic pride
This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in …
Disentangling the relation between young immigrants’ host country identification and their friendships with natives
Friendships and outgroup attitudes among ethnic minority youth: The mediating role of ethnic and host society identification
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools
To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (Mage = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived vulnerability, friendship quality, and the private regard dimension of ethnic identity. Whereas same-ethnic friendships w…
Extended intergroup friendships within social settings: The moderating role of initial outgroup attitudes
The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch stu…
Parental acceptance of children's intimate ethnic outgroup relations: The role of culture, status, and family reputation
The Complex Relation Between Bullying, Victimization, Acceptance, and Rejection: Giving Special Attention to Status, Affection, and Sex Differences
To understand the complex nature of bullies’ acceptance and rejection, this article considered goal-framing effects of status and affection as they relate to the gender of the bully (male vs. female bullies), the target (male vs. female victims), and the evaluator (acceptance and rejection from male vs. female classmates). The hypotheses were tested with data from a social network questionnaire conducted in 26 elementary school classes (N = 481 c…
Parental acceptance of children's intimate ethnic outgroup relations: The role of culture, status, and family reputation
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
Extended intergroup friendships within social settings: The moderating role of initial outgroup attitudes
The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch stu…
Friendships and outgroup attitudes among ethnic minority youth: The mediating role of ethnic and host society identification
The relation between ethnic classroom composition and adolescents’ ethnic pride
This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in …
Inequalities in democratic outcomes among young citizens: The role of access to and participation in democratic activities in school in 15 countries
Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms
Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low…
Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteris…
Teachers' attention to students' funds of identity in Dutch primary school classrooms
Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show signific…
Practicing voice: Student voice experiences, democratic school culture and students’ attitudes towards voice
The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students' experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, fro…
The Complex Relation Between Bullying, Victimization, Acceptance, and Rejection: Giving Special Attention to Status, Affection, and Sex Differences
To understand the complex nature of bullies’ acceptance and rejection, this article considered goal-framing effects of status and affection as they relate to the gender of the bully (male vs. female bullies), the target (male vs. female victims), and the evaluator (acceptance and rejection from male vs. female classmates). The hypotheses were tested with data from a social network questionnaire conducted in 26 elementary school classes (N = 481 c…
Parental acceptance of children's intimate ethnic outgroup relations: The role of culture, status, and family reputation
Extended intergroup friendships within social settings: The moderating role of initial outgroup attitudes
The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch stu…
Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools
To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (Mage = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived vulnerability, friendship quality, and the private regard dimension of ethnic identity. Whereas same-ethnic friendships w…
Disentangling the relation between young immigrants’ host country identification and their friendships with natives
Friendships and outgroup attitudes among ethnic minority youth: The mediating role of ethnic and host society identification
The development of adolescents’ friendships and antipathies: A longitudinal multivariate network test of balance theory
The Impact of Adolescents' Classroom and Neighborhood Ethnic Diversity on Same‐ and Cross‐Ethnic Friendships Within Classrooms
This study examines how classroom and neighborhood ethnic diversity affect adolescents' tendency to form same‐ versus cross‐ethnic friendships when they enter middle school. Hypotheses are derived from exposure, conflict, and constrict theory. Hypotheses are tested among 911 middle school students (43 classrooms, nine schools) in the Netherlands. Multilevel ( p 2 ) social network analyses show that students were more likely to engage in same‐ethn…
The relation between ethnic classroom composition and adolescents’ ethnic pride
This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in …
Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms
Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low…
Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population
This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 …
Inequalities in democratic outcomes among young citizens: The role of access to and participation in democratic activities in school in 15 countries
Teachers' attention to students' funds of identity in Dutch primary school classrooms
Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show signific…
Practicing voice: Student voice experiences, democratic school culture and students’ attitudes towards voice
The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students' experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, fro…
Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteris…
Psychology (14 works) · Social Psychology (10 works) · Sociology (10 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Ethnic group (6 works) · Political science (5 works) · Bullying, Victimization, and Aggression (4 works) · Friendship (4 works) · Cultural Differences and Values (3 works)