Peer inclusion and school equality norm associations with intergroup contact, and academic self‐efficacy amongst ethnic majority and ethnic minority youth

McKeown, Shelley; Di Bernardo, Gian Antonio; Charlesford, Jaysan; Vezzali, Loris; Sagherian‐Dickey, Thia

Abstract

Social norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self-efficacy. To test these assertions, we conducted a cross-sectional survey with ethnic majority and ethnic minority youth aged 11–12 (n = 629, 48% female, 43% minority ethnic) attending one of four ethnically diverse secondary schools in England. In support of our hypotheses, we found that both perceived inclusive peer norms and perceived school equality norms were associated with higher quantity and quality of contact for both ethnic majority and minority group youth. An indirect effect was observed whereby perceived peer norms of inclusion and school norms of equality were associated with higher academic self-efficacy through higher quality outgroup contact for both groups. No indirect effect was observed for contact quantity. Findings evidence the importance of perceived peer and school equality norms as well as intergroup contact effects for outcomes that go beyond prejudice reduction, in this case academic self-efficacy.

Citation

McKeown, S., Di Bernardo, G. A., Charlesford, J., Vezzali, L., & Sagherian‐Dickey, T. (2024). Peer inclusion and school equality norm associations with intergroup contact, and academic self‐efficacy amongst ethnic majority and ethnic minority youth. Journal of Applied Social Psychology, https://doi.org/10.1111/jasp.13027

• Journal Article Type: Article
• Acceptance Date: Feb 21, 2024
• Online Publication Date: Mar 26, 2024
• Publication Date: Mar 26, 2024
• Deposit Date: Apr 15, 2024
• Publicly Available Date: Apr 15, 2024
• Journal: Journal of Applied Social Psychology
• Print ISSN: 0021-9029
• Electronic ISSN: 1559-1816
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1111/jasp.13027
• Keywords: Social Psychology
• Public URL: https://durham-repository.worktribe.com/output/2384220