School Segregation in Chile

Allende, Claudio; Díaz, Rocío; Valenzuela, Juan Pablo

doi:10.1007/978-3-319-31816-5_3327-1

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…To understand the complexity of peer interactions in Chilean multicultural classrooms, we adopt a more than single-category approach. Considering the higher levels of social class segregation and the prejudice towards low social class individuals present in multicultural schools (Allende, Díaz, & Valenzuela, 2018;Stefoni, Stang, & Riedemann, 2016), we discuss these interactions in light of an intersectionality perspective (Crenshaw & Bonis, 2005;Mathews et al, 2019). Accordingly, intersections of social categories such as social class and ethnicity, and the broader peer network dynamics, has been shown shaping culture-specific self-concepts and patterns of thinking and acting (Easterbrook et al, 2020;Ghavami & Mistry, 2019;Manstead, 2018;Stephens et al, 2014), interacting with peer dynamics and triggering positive contact between adolescents belonging to different groups.…”

Section: Discussionmentioning

confidence: 99%

The role of perspective‐taking and low social class prejudice on cross‐ethnic friendship formation

Chávez

Palacios

Kanacri

et al. 2021

New Directions for Child and Adolescent Development

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Cross-ethnic friendships offer a unique opportunity for improving intergroup relations and reduce prejudice, yet ethnic segregation of friendship networks is often seen as a major obstacle to the integration of immigrant students in educational contexts. This article examines the role of perspective-taking abilities and prejudice towards low social class peers on the probability of cross-ethnic friendships in a sample of 242 students from five multicultural classrooms in Chile (M age = 12.3; SD = 0.69, 45% girls). It was expected that students who reported high levels of perspective-taking abilities and low levels of prejudice towards low social class peers were more likely to form and maintain cross-ethnic friendships. Longitudinal network analysis (RSiena) was used to examine these hypotheses, confirming the role of both variables in fostering (and reducing) friendships among Chilean and immigrant adolescents. Results are discussed in light of an intersectional framework between social class and ethnicity. Implications for social-emotional interventions in multicultural educational contexts are also discussed.

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