Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers' and Classmates' Diversity Norms

Abstract

Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (M_age = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students' national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.

Keywords: In-group norms; Minority students; Multicultural teacher norms; National belonging; Out-group norms; Teacher closeness.

Fig. 1

Interaction effect of teacher closeness and percentage ethnic Dutch peers on ethnic minority students’ national belonging (N = 169)

Fig. 2

Interaction effect of perceived bias towards ethnic Dutch people and percentage ethnic Dutch peers on ethnic minority students’ national belonging (N = 169)