@article{Grutter2021-01-20Beyon-55042,
  year={2021},
  doi={10.3389/feduc.2020.586709},
  title={Beyond Ethnic Diversity : The Role of Teacher Care for Interethnic Relations},
  volume={5},
  journal={Frontiers in Education},
  author={Grütter, Jeanine and Meyer, Bertolt and Philipp, Michel and Stegmann, Sebastian and van Dick, Rolf},
  note={Article Number: 586709}
}

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    <dcterms:title>Beyond Ethnic Diversity : The Role of Teacher Care for Interethnic Relations</dcterms:title>
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    <dc:creator>Stegmann, Sebastian</dc:creator>
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    <dc:creator>Philipp, Michel</dc:creator>
    <dcterms:abstract xml:lang="eng">Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students' intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demographic faultlines). Based on multilevel social network analyses of dyadic networks between 1299 early adolescents in 70 German fourth grade classrooms, the results indicated strong ethnic homophily, particularly driven by German students who favored ethnically homogenous dyads over mixed dyads. As anticipated, the results showed that there was more in-group bias if perceived teacher care was low rather than high. Moreover, stronger faultlines were associated with stronger in-group bias; however, this relation was moderated by teacher care: If students perceived high teacher care, they showed a higher preference for mixed-ethnic dyads, even in classrooms with strong faultlines. These findings highlight the central role of teachers as agents of positive diversity management and the need to consider contextual classroom factors other than ethnic diversity when investigating intergroup relations in schools.</dcterms:abstract>
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