@article{ref1,
title="Ethnic classroom composition and peer victimization: the moderating role of classroom attitudes",
journal="Journal of Social Issues",
year="2014",
author="Thijs, Jochem and Verkuyten, Maykel and Grundel, Malin",
volume="70",
number="1",
pages="134-150",
abstract="This study examined the imbalance of power thesis by investigating the link between ethnic classroom composition and peer victimization in 94 Turkish-Dutch (minority) and 374 native Dutch (majority) preadolescents (ages 9-13) living in the Netherlands. These children came from the same multi-ethnic classrooms (N = 31) and were considered as mutual out-group members. Analyses showed that children with more out-group classmates reported more peer victimization but only when those classmates evaluated their own ethnic group more positively than the out-group. This interaction effect was similar for minority and majority children, and no longer significant once children's experiences with ethnic peer discrimination were partialled out. <br><br>RESULTS indicate that ethnicity is not inevitably used as a criterion to victimize out-group members who are less well represented in the classroom. The findings partly support the imbalance of power thesis.<p /> <p>Language: en</p>",
language="en",
issn="0022-4537",
doi="10.1111/josi.12051",
url="http://dx.doi.org/10.1111/josi.12051"
}