Using survey data on school classes in four European countries, we study how the social relations and identities of adolescents develop depending on the degree to which ethnic and gender boundaries align with each other. Minority students will have mostly same-ethnic friends, we find, when classmates of different ethnic origins tend to be of the opposite sex as well. Within such local topographies of boundaries, minority students will also end up identifying less as members of the nation. In contrast, majority students are not affected by the alignment of ethnic and gender boundaries, and gender identities of both minorities and majorities are less malleable as well: Neither friendship segregation along gender divides nor the development of gender role attitudes depend on the degree to which gender and ethnic origin align. We argue that gender boundaries and feelings of national belonging among majority students are widely taken for granted and thus less sensitive to attribute alignment at the local level. The article builds a bridge between the literatures on ethnic segregation of friendship networks, adolescent ethnic identities, and gender role attitudes by integrating them into a structuralist framework that identifies the conditions under which the local configuration of boundaries affects social life.

中文翻译：

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当种族和性别一致时：欧洲学校的课堂构成、友谊隔离和集体认同

我们使用四个欧洲国家学校班级的调查数据，研究青少年的社会关系和身份如何发展，这取决于种族和性别界限相互一致的程度。我们发现，少数族裔学生的朋友大多是同族朋友，而不同族裔的同学也往往是异性。在这样的地方边界地形中，少数族裔学生最终也将更少地识别为国家成员。相比之下，多数学生不受种族和性别界限对齐的影响，少数族裔和多数族裔的性别认同也更不具有可塑性：沿着性别鸿沟的友谊隔离和性别角色态度的发展都取决于性别和种族出身一致。我们认为，大多数学生的性别界限和国家归属感被广泛认为是理所当然的，因此对地方层面的属性对齐不太敏感。本文通过将关于友谊网络的种族隔离、青少年种族身份和性别角色态度的文献整合到一个结构主义框架中，在该框架中建立了一座桥梁，该框架确定了当地边界配置影响社会生活的条件。