While a range of sociodemographic characteristics are associated with a greater risk of peer rejection at school, it is currently unclear how key theoretical frameworks explaining rejection apply to such characteristics. This study examines how migration background, gender, household income, parental education and cognitive ability are linked to peer rejection. Building on person-group dissimilarity and social identity theory, the study assesses the moderating role of classroom composition and the extent to which students reject classmates who differ to themselves (i.e., outgroup derogation). Data is drawn from a nationally representative sample of 4215 Swedish eighth grade students (M_age = 14.7, SD_age = 0.39; 67% of Swedish origin; 51% girls) in 201 classes. While rejection based on migration background, gender, household income and cognitive ability was moderated by the school-class composition, only the rejection of immigrant background students, boys and girls was related to outgroup derogation. Furthermore, Swedish origin students’ outgroup derogation increased as the share of immigrant background students decreased. Addressing social inequalities in rejection may require different strategies depending on sociodemographic characteristic.

虽然一系列社会人口特征与在学校遭到同龄人拒绝的更大风险相关，但目前尚不清楚解释拒绝的关键理论框架如何适用于这些特征。本研究调查了移民背景、性别、家庭收入、父母教育和认知能力与同伴排斥之间的关系。基于个人-群体差异和社会认同理论，该研究评估了课堂构成的调节作用以及学生拒绝与自己不同的同学的程度（即外群体贬低）。数据来自 4215 名瑞典八年级学生的全国代表性样本（M_年龄 = 14.7，SD_年龄 = 0.39；67% 瑞典血统；51% 的女孩）在 201 个班级。虽然基于移民背景、性别、家庭收入和认知能力的拒绝受到学校班级构成的调节，但只有移民背景学生、男孩和女孩的拒绝与外群体贬低有关。此外，随着移民背景学生比例的下降，瑞典裔学生对外群体的贬低也有所增加。根据社会人口特征，解决拒绝中的社会不平等可能需要不同的策略。