Periodic Reporting for period 4 - SOCIALBOND (Social integration and boundary making in adolescence)
Période du rapport: 2021-08-01 au 2022-01-31
A key question in ethnically diverse societies is how to promote shared feelings of belonging and positive social relations that buffer against ethnic polarization. Schools play a special role in creating these identities and relations as they often provide contexts where adolescents of diverse backgrounds meet and where the new social fabric of societies is taking shape. In the SOCIALBOND project, we analyzed existing data on students' social networks and invested into new methodologies and data to advance the study of social boundary making. Our primary data collections included a three-wave regional panel study that covered more than 3000 students in 39 schools as well as several smartphone-based experience sampling studies. Our research shows how these different methods can be combined and has resulted in a number of new insights. A key conclusion is that ethnicity plays a smaller and sometimes different role among students than assumed in most previous research. For example, physical fighting between students of different ethnic origin is relatively rare and rather a by-product of increased contact than group-based animosities. Moreover, students generally do not think of ethnic origin as a major dividing line between different friendship cliques but stress other attributes, such as students’ gender, activities, and preferences.
Although our findings question overly alarmistic pictures of ethnic diversity in the school context, the SOCIALBOND project has also identified new ways in which shared feelings of belonging and positive social relations could be strengthened. For example, reducing ethnic stratification across schools can help to remove assimilative tendencies and pressures for minority students in the more prestigious schools, as identification with the national majority becomes less relevant. Moreover, individual schools can also strengthen social cohesion by making sure that gender and ethnic boundaries crisscross each other when admitting students to schools and when assigning them to classes.
Although our findings question overly alarmistic pictures of ethnic diversity in the school context, the SOCIALBOND project has also identified new ways in which shared feelings of belonging and positive social relations could be strengthened. For example, reducing ethnic stratification across schools can help to remove assimilative tendencies and pressures for minority students in the more prestigious schools, as identification with the national majority becomes less relevant. Moreover, individual schools can also strengthen social cohesion by making sure that gender and ethnic boundaries crisscross each other when admitting students to schools and when assigning them to classes.
The SOCIALBOND project synthesized work from sociology, social psychology, group diversity research, and network science. Our empirical analyses used existing panel data on students’ social networks, most importantly from the “Children of Immigrants Longitudinal Survey in 4 European Countries” (CILS4EU), which covered more than 900 Dutch, English, German, and Swedish classrooms in 2010 and 2011. We also conducted a regional three-wave panel study of more than 3000 students in 39 schools in Germany that implemented novel measures of students’ social networks, trust, and identities.
To introduce smartphone-based experience sampling as a new method into the study of immigrant incorporation, we set up three smartphone-based surveys. In spring 2021, we interviewed 291 students from our school-based panel over four weeks. In winter 2021, we approached the same students to participate in another wave of experience sampling. This allows for analyses that relate variability in everyday experiences to students’ network embeddedness and school contexts. The two waves also provide the opportunity to compare students' social relations and well-being while they were forced to stay at home during spring's lockdown and after having returned to school. Results show that meeting friends in person – rather than only online – was strongly associated with a more positive mood. We communicated this result in a press release, which was taken up by several media outlets. We also conducted an additional, more intensive experience sampling study with a separate adult sample of Syrian, Polish, and Turkish immigrants to Germany.
Analyses of the new survey data focused on inter-personal trust in the school context and the extent to which ethnicity plays a role for adolescents' identities and social cognition, among other questions. Our new data also include a subsample of schools for which we have comparable data before and after the influx of refugees around 2015, allowing us to examine how new immigrant groups become integrated into their school grades.
The project produced several new insights on the role of the school context. For example, we showed that ethnic inequality in access to prestigious schools affects minority students’ identities and social relations. In areas where minority students rarely attend prestigious schools, their attendance at these schools is associated with assimilative tendencies and pressures. Educational policies that reduce ethnic stratification across schools could ease social life at school for high-performing minority students. At the same time, our research suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected. The reason is that stronger between-school ability tracking is not only associated with stronger ethnic sorting but also limits the ability of majority members to avoid exposure to minority members.
Our research identified new ways in which schools can strengthen social cohesion. Most importantly, we showed that school administrators can affect identity formation by making sure that gender and ethnic boundaries crisscross each other when admitting students to schools and when assigning them to classrooms. These findings were summarized in a Policy Brief, press releases, radio interviews, and via a podcast appearance.
Another set of results suggests that ethnicity plays a smaller and sometimes different role than assumed in most previous research on diversity in the school context. We showed that physical fighting between students of different ethnic origin is relatively rare. Moreover, it is particularly infrequent in schools where students tend to befriend mainly co-ethnics. Hence, incidences of physical fighting are rather a by-product of increased contact than group-based animosities. In addition to public talks, these results were disseminated via a press release and taken up by several media outlets.
To introduce smartphone-based experience sampling as a new method into the study of immigrant incorporation, we set up three smartphone-based surveys. In spring 2021, we interviewed 291 students from our school-based panel over four weeks. In winter 2021, we approached the same students to participate in another wave of experience sampling. This allows for analyses that relate variability in everyday experiences to students’ network embeddedness and school contexts. The two waves also provide the opportunity to compare students' social relations and well-being while they were forced to stay at home during spring's lockdown and after having returned to school. Results show that meeting friends in person – rather than only online – was strongly associated with a more positive mood. We communicated this result in a press release, which was taken up by several media outlets. We also conducted an additional, more intensive experience sampling study with a separate adult sample of Syrian, Polish, and Turkish immigrants to Germany.
Analyses of the new survey data focused on inter-personal trust in the school context and the extent to which ethnicity plays a role for adolescents' identities and social cognition, among other questions. Our new data also include a subsample of schools for which we have comparable data before and after the influx of refugees around 2015, allowing us to examine how new immigrant groups become integrated into their school grades.
The project produced several new insights on the role of the school context. For example, we showed that ethnic inequality in access to prestigious schools affects minority students’ identities and social relations. In areas where minority students rarely attend prestigious schools, their attendance at these schools is associated with assimilative tendencies and pressures. Educational policies that reduce ethnic stratification across schools could ease social life at school for high-performing minority students. At the same time, our research suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected. The reason is that stronger between-school ability tracking is not only associated with stronger ethnic sorting but also limits the ability of majority members to avoid exposure to minority members.
Our research identified new ways in which schools can strengthen social cohesion. Most importantly, we showed that school administrators can affect identity formation by making sure that gender and ethnic boundaries crisscross each other when admitting students to schools and when assigning them to classrooms. These findings were summarized in a Policy Brief, press releases, radio interviews, and via a podcast appearance.
Another set of results suggests that ethnicity plays a smaller and sometimes different role than assumed in most previous research on diversity in the school context. We showed that physical fighting between students of different ethnic origin is relatively rare. Moreover, it is particularly infrequent in schools where students tend to befriend mainly co-ethnics. Hence, incidences of physical fighting are rather a by-product of increased contact than group-based animosities. In addition to public talks, these results were disseminated via a press release and taken up by several media outlets.
The SOCIALBOND project has significantly advanced the state of the art in research on ethnic diversity in the school context. Most importantly, we identified new ways in which students' identities and peer relations are shaped by the school context and how schools and policy makers can promote social cohesion. Moreover, we realized several primary data collections that included novel methodologies of potentially wide applicability. For example, our school survey included new measures that capture the extent to which ethnicity plays an important role for adolescents' identities and the cliques they perceive in their school grade. These de-ethnicized measures gauge the salience of ethnicity in the eyes of adolescents, rather than pre-supposing such saliency. This allows one to provide more direct evidence on the nature of ethnic segregation in the school setting. Finally, by conducting smartphone-based experience sampling studies with adolescents as well as with an adult sample of recent immigrants, the SOCIALBOND project has imported a popular method from psychology into the sociological study of boundary making. Particularly novel is the integration of experience sampling in longitudinal data collections of greater scale, which allows one to examine how situational variation is conditioned by long-term trajectories and structural determinants.