Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (M_age = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students’ national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.

学校对于发展具有移民背景的学生的国家归属可能是重要的。遵循接触理论和先前对多样性准则的研究，这项横断面调查研究检查了教师之间和同学之间的群体间接触和感知的多样性准则是否预测了少数民族的民族归属（即土耳其[ n  = 95]，摩洛哥[ n  = 73] ，和苏里南[ n  = 15]）与 居住在荷兰（M_年龄）的多数学生（n = 213） = 10.53年；女性占50.3％）。少数民族学生的民族归属感比其荷兰族裔同学要少。多层次分析表明，他们的国籍受到荷兰族裔同学的存在以及与他们的老师的关系的影响。这些结果表明，可以通过减少学校隔离和促进积极的师生关系来促进少数民族学生的民族归属。