Although schools have been described as an important socialization context for the development of intergroup attitudes, longitudinal multilevel studies are still rare within this field. This 3-wave study (with annual assessments) of German adolescents (N = 1292; M_age = 13.86; 51.8% female) examined the role of school experiences (perceived multicultural education, supportive peer relations in class, democratic classroom climate) in the development of youth’s negative attitudes toward immigrants. Longitudinal multilevel analyses revealed that a democratic classroom climate predicted youth’s attitudes at the individual level. At the classroom level class-average perceptions of a democratic classroom climate, supportive peer relations in class, and multicultural education (the latter solely among male, higher track students) were associated with less negative attitudes toward immigrants. In addition, age moderated the effect of school experiences on attitudes, showing that perceptions of a democratic climate at the classroom level mattered in particular among older adolescents. The findings suggest that school experiences are related to youth’s negative attitudes toward immigrants and can therefore help to reduce the risk of prejudice development.

尽管学校被描述为群体间态度发展的重要社会化背景，但纵向多层次研究在该领域仍然很少见。这项针对德国青少年（ N  = 1292；M_年龄）的 3 波研究（有年度评估） = 13.86; 51.8% 的女性）研究了学校经历（感知的多元文化教育、课堂上支持性的同伴关系、民主的课堂气氛）在青年对移民的消极态度发展中的作用。纵向多层次分析表明，民主的课堂氛围可以预测青年在个人层面的态度。在课堂水平上，班级对民主课堂气氛的平均看法、课堂上支持性的同伴关系和多元文化教育（后者仅在男性、高等院校学生中）与对移民的消极态度较少相关。此外，年龄缓和了学校经历对态度的影响，这表明在课堂上对民主气氛的看法在年龄较大的青少年中尤其重要。