Relative Group Size and Minority School Success: the Role of Intergroup Friendship and Discrimination Experiences

dc.contributor.author Baysu, Gülseli
dc.contributor.author Baysu, Gülseli
dc.contributor.author Phalet, Karen
dc.contributor.author Brown, Rupert
dc.contributor.other Psychology
dc.date.accessioned 2019-06-27T08:02:56Z
dc.date.available 2019-06-27T08:02:56Z
dc.date.issued 2014
dc.department Fakülteler, İktisadi, İdari ve Sosyal Bilimler Fakültesi, Psikoloji Bölümü en_US
dc.description.abstract From an intergroup relations perspective relative group size is associated with the quantity and quality of intergroup contact: more positive contact (i.e. intergroup friendship) supports and negative contact (i.e. experienced discrimination) hampers minority identity and school success. Accordingly we examined intergroup contact as the process through which perceived relative proportions of minority and majority students in school affected minority success (i.e. school performance satisfaction and self-efficacy). Turkish minorities (N = 1060) were compared in four Austrian and Belgian cities which differ in their typical school ethnic composition. Across cities minority experiences of intergroup contact fully mediated the impact of perceived relative group size on school success. As expected higher minority presence impaired school success through restricting intergroup friendship and increasing experienced discrimination. The association between minority presence and discrimination was curvilinear however so that schools where minority students predominated offered some protection from discrimination. To conclude the comparative findings reveal positive and negative intergroup contact as key processes that jointly explain when and how higher proportions of minority students affect school success. en_US]
dc.identifier.citationcount 37
dc.identifier.doi 10.1111/bjso.12035 en_US
dc.identifier.endpage 349
dc.identifier.issn 0144-6665 en_US
dc.identifier.issn 2044-8309 en_US
dc.identifier.issn 0144-6665
dc.identifier.issn 2044-8309
dc.identifier.issue 2
dc.identifier.pmid 23672186 en_US
dc.identifier.scopus 2-s2.0-84901919043 en_US
dc.identifier.scopusquality Q1
dc.identifier.startpage 328 en_US
dc.identifier.uri https://hdl.handle.net/20.500.12469/712
dc.identifier.uri https://doi.org/10.1111/bjso.12035
dc.identifier.volume 53 en_US
dc.identifier.wos WOS:000337678100009 en_US
dc.identifier.wosquality Q1
dc.institutionauthor Baysu, Gülseli en_US
dc.language.iso en en_US
dc.publisher Wiley-Blackwell en_US
dc.relation.journal Journal of Applied Social Psychology en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 45
dc.title Relative Group Size and Minority School Success: the Role of Intergroup Friendship and Discrimination Experiences en_US
dc.type Article en_US
dc.wos.citedbyCount 42
dspace.entity.type Publication
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relation.isOrgUnitOfPublication.latestForDiscovery 9390486a-b1dc-46cf-ad5f-31415f0c8b95

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