How can school administrators improve the assignment of students to school classes?
When classmates of other ethnic origin tend to be of the opposite sex, minority students will have mostly ingroup friends. Moreover, when majority group classmates tend to be of the opposite sex, minority students will, over time, become less likely to identify as a member of the nation. Hence, 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.
Full paper: https://doi.org/10.1093/esr/jcab013
How prevalent are oppositional cultures and when do they follow ethnic or gender boundaries?
Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. We seek to identify school characteristics that promote gender-based or ethnicity-based oppositional cultures. We analyze data from a four-wave network panel survey among more than 4000 students in Germany. Group-based oppositional cultures in which students like high performers less are rare. In less resourceful schools, boys tend to evaluate high-performing peers less positively than girls do. In schools where ethnic minority boys are socio-economically disadvantaged, they tend to evaluate high performers less positively than majority boys do.
Full paper: https://doi.org/10.1016/j.socnet.2021.11.004