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Constrict in the school context: the impact of ethnic school diversity on the quantity and quality of friendships

Jannick Demanet (UGent) , Orhan Agirdag (UGent) and Mieke Van Houtte (UGent)
(2012) SOCIOLOGICAL QUARTERLY. 53(4). p.654-675
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Abstract
Constrict theory states that, in the short run, ethnic diversity in any context lowers both the quantity and quality of interpersonal contacts. We test this theory in the school context, expecting that ethnic school diversity yields fewer and less qualitative friendships. Moreover, we investigate whether the associations hold when controlling for the school’s socioeconomic situation, and whether the relations between ethnic school diversity and the social outcomes differ between natives and immigrants. Multilevel analyses on data from the Flemish Educational Assessment, consisting of 10,546 natives and 1,324 immigrants in 85 secondary schools, show that ethnic diversity yields fewer friendships and a lower attachment to friends. However, this appears to be due to the schools' socio-economic composition. For immigrants, moreover, a higher ethnic diversity yields more friendships and a higher attachment to friends. Implications for theory and practice are discussed.
Keywords
INTERGROUP CONTACT THEORY, RACIAL COMPOSITION, ACADEMIC-ACHIEVEMENT, ETHNIC-COMPOSITION, FRIENDSHIP SEGREGATION, SOCIAL COHESION, RACE, DIVERSITY, NEIGHBORHOOD, ADOLESCENTS

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Citation

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Chicago
Demanet, Jannick, Orhan Agirdag, and Mieke Van Houtte. 2012. “Constrict in the School Context: The Impact of Ethnic School Diversity on the Quantity and Quality of Friendships.” Sociological Quarterly 53 (4): 654–675.
APA
Demanet, Jannick, Agirdag, O., & Van Houtte, M. (2012). Constrict in the school context: the impact of ethnic school diversity on the quantity and quality of friendships. SOCIOLOGICAL QUARTERLY, 53(4), 654–675.
Vancouver
1.
Demanet J, Agirdag O, Van Houtte M. Constrict in the school context: the impact of ethnic school diversity on the quantity and quality of friendships. SOCIOLOGICAL QUARTERLY. 2012;53(4):654–75.
MLA
Demanet, Jannick, Orhan Agirdag, and Mieke Van Houtte. “Constrict in the School Context: The Impact of Ethnic School Diversity on the Quantity and Quality of Friendships.” SOCIOLOGICAL QUARTERLY 53.4 (2012): 654–675. Print.
@article{2998977,
  abstract     = {Constrict theory states that, in the short run, ethnic diversity in any context lowers both the quantity and quality of interpersonal contacts. We test this theory in the school context, expecting that ethnic school diversity yields fewer and less qualitative friendships. Moreover, we investigate whether the associations hold when controlling for the school{\textquoteright}s socioeconomic situation, and whether the relations between ethnic school diversity and the social outcomes differ between natives and immigrants. Multilevel analyses on data from the Flemish Educational Assessment, consisting of 10,546 natives and 1,324 immigrants in 85 secondary schools, show that ethnic diversity yields fewer friendships and a lower attachment to friends. However, this appears to be due to the schools' socio-economic composition. For immigrants, moreover, a higher ethnic diversity yields more friendships and a higher attachment to friends. Implications for theory and practice are discussed.},
  author       = {Demanet, Jannick and Agirdag, Orhan and Van Houtte, Mieke},
  issn         = {0038-0253},
  journal      = {SOCIOLOGICAL QUARTERLY},
  keyword      = {INTERGROUP CONTACT THEORY,RACIAL COMPOSITION,ACADEMIC-ACHIEVEMENT,ETHNIC-COMPOSITION,FRIENDSHIP SEGREGATION,SOCIAL COHESION,RACE,DIVERSITY,NEIGHBORHOOD,ADOLESCENTS},
  language     = {eng},
  number       = {4},
  pages        = {654--675},
  title        = {Constrict in the school context: the impact of ethnic school diversity on the quantity and quality of friendships},
  url          = {http://dx.doi.org/10.1111/j.1533-8525.2012.01245.x},
  volume       = {53},
  year         = {2012},
}

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