The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (M_age = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non-tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias-based hostile behaviors.

中文翻译：

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种族受害的旁观者：课堂环境和教师的方法对青少年的行为方式是否重要？

该研究调查了青少年的个人特征和阶级背景如何与种族受害案件中的旁观者行为相关联。样本包括瑞典的 1065 名青少年（M_年龄 = 13.12，SD = 0.42; 55% 男性）。女性青少年、有移民背景的青少年和对移民持积极态度的青少年更愿意保护和安慰受害的同龄人。课堂上积极的种族间接触规范与安慰受害者的意图呈正相关。教师对种族受害的不容忍与青少年要求施暴者停下来与教师交谈的意图呈正相关。对移民有不同态度的青少年的影响是相同的。研究结果强调了课堂背景和教师在促进青少年对基于偏见的敌对行为进行亲社会和自信干预方面的重要性。