ABSTRACT

In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students’ social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Socio-ethnic classroom diversity variables were measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the social citizenship scales. The results indicate that differences in students’ social citizenship competences are mainly explained by student-level variables. Variables measuring socio-ethnic diversity in the classroom showed that students in more social and ethnic diverse classrooms had more positive attitudes towards dealing with differences, whereas no significant relation with other social citizenship scales was found.

摘要

在我们当前多元化的社会中，年轻人需要广泛的社会公民能力才能与他人共存并理解他人的差异性。学校是学生发展这些社会公民能力的社会实践之一。本研究旨在确定课堂中的社会种族多样性与六年级小学生的社会公民能力之间的关系。为了衡量学生的社会公民能力，对法兰德斯（比利时北部）的 54 个班级的 791 名学生进行了基于视频的情境判断测试（技能）和公民能力问卷（知识、态度和反思）。社会种族课堂多样性变量通过学生和家长背景调查表进行测量。对每个社会公民量表进行了学生和课堂两级设计的回归分析。结果表明，学生社会公民能力的差异主要由学生层面的变量来解释。衡量课堂社会种族多样性的变量表明，在更多社会和种族多样性的课堂上，学生对处理差异的态度更积极，而与其他社会公民量表没有显着相关性。