Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, M_age = 13.21, SD_age = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools. With age, high SES participants attending mixed SES schools increasingly expected the inclusion of the low SES character. Moreover, teachers' democratic beliefs in high SES schools predicted inclusive expectations. Teacher beliefs and school diversity play a significant role for fostering students' inclusivity in educational contexts.

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儿童和青少年的社会经济地位偏见：尼泊尔学校多样性和教师信仰的作用

调查社会经济地位 (SES) 偏见，尼泊尔儿童和青少年（N  = 605，52% 女孩，M_年龄 = 13.21，SD_年龄 = 1.74) 就读因 SES 组成而异的学校被要求预测同伴是否会将 SES 高或低的角色作为数学伙伴。新的发现是，就读混合 SES 学校的学生比就读高 SES 学校的学生更有可能期望包含低 SES 角色。随着年龄的增长，参加混合 SES 学校的高 SES 参与者越来越期望包含低 SES 角色。此外，高 SES 学校教师的民主信念预测了包容性期望。教师信仰和学校多样性对于培养学生在教育环境中的包容性发挥着重要作用。