Me and Jasmina down by the schoolyard: An analysis of the impact of ethnic diversity in school on the trust of schoolchildren

Peter Thisted Dinesen

doi:10.1016/j.ssresearch.2010.12.002

Me and Jasmina down by the schoolyard: An analysis of the impact of ethnic diversity in school on the trust of schoolchildren

30 Citationer (Scopus)

Abstract

Earlier research has indicated a negative relationship between ethnic diversity and trust. Whereas previous analyses have been carried out at the country, city or neighbourhood level, this paper adds to the literature by analyzing the impact of ethnic diversity on generalized trust in others and out-group trust in the primary school context. The question of the impact of ethnic diversity in school on the trust of schoolchildren is addressed by drawing on a unique survey of children with immigrant and native Danish backgrounds, respectively, in the last three grades of primary school in Denmark. The survey design holds several qualities strengthening the potential for drawing inference about the impact of ethnic diversity in school on trust. The results of the analysis do not confirm the negative relationship between ethnic diversity and trust found in earlier research. In the primary school setting, ethnic diversity does not affect generalized trust and even has a positive impact on out-group trust of native Danish pupils (i.e., their trust in immigrants).

Originalsprog	Engelsk
Tidsskrift	Social Science Research
Vol/bind	40
Sider (fra-til)	572-585
Antal sider	14
ISSN	0049-089X
DOI	https://doi.org/10.1016/j.ssresearch.2010.12.002
Status	Udgivet - mar. 2011
Udgivet eksternt	Ja

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10.1016/j.ssresearch.2010.12.002

Citationsformater

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title = "Me and Jasmina down by the schoolyard: An analysis of the impact of ethnic diversity in school on the trust of schoolchildren",

abstract = "Earlier research has indicated a negative relationship between ethnic diversity and trust. Whereas previous analyses have been carried out at the country, city or neighbourhood level, this paper adds to the literature by analyzing the impact of ethnic diversity on generalized trust in others and out-group trust in the primary school context. The question of the impact of ethnic diversity in school on the trust of schoolchildren is addressed by drawing on a unique survey of children with immigrant and native Danish backgrounds, respectively, in the last three grades of primary school in Denmark. The survey design holds several qualities strengthening the potential for drawing inference about the impact of ethnic diversity in school on trust. The results of the analysis do not confirm the negative relationship between ethnic diversity and trust found in earlier research. In the primary school setting, ethnic diversity does not affect generalized trust and even has a positive impact on out-group trust of native Danish pupils (i.e., their trust in immigrants).",

author = "Dinesen, {Peter Thisted}",

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doi = "10.1016/j.ssresearch.2010.12.002",

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N2 - Earlier research has indicated a negative relationship between ethnic diversity and trust. Whereas previous analyses have been carried out at the country, city or neighbourhood level, this paper adds to the literature by analyzing the impact of ethnic diversity on generalized trust in others and out-group trust in the primary school context. The question of the impact of ethnic diversity in school on the trust of schoolchildren is addressed by drawing on a unique survey of children with immigrant and native Danish backgrounds, respectively, in the last three grades of primary school in Denmark. The survey design holds several qualities strengthening the potential for drawing inference about the impact of ethnic diversity in school on trust. The results of the analysis do not confirm the negative relationship between ethnic diversity and trust found in earlier research. In the primary school setting, ethnic diversity does not affect generalized trust and even has a positive impact on out-group trust of native Danish pupils (i.e., their trust in immigrants).

AB - Earlier research has indicated a negative relationship between ethnic diversity and trust. Whereas previous analyses have been carried out at the country, city or neighbourhood level, this paper adds to the literature by analyzing the impact of ethnic diversity on generalized trust in others and out-group trust in the primary school context. The question of the impact of ethnic diversity in school on the trust of schoolchildren is addressed by drawing on a unique survey of children with immigrant and native Danish backgrounds, respectively, in the last three grades of primary school in Denmark. The survey design holds several qualities strengthening the potential for drawing inference about the impact of ethnic diversity in school on trust. The results of the analysis do not confirm the negative relationship between ethnic diversity and trust found in earlier research. In the primary school setting, ethnic diversity does not affect generalized trust and even has a positive impact on out-group trust of native Danish pupils (i.e., their trust in immigrants).

U2 - 10.1016/j.ssresearch.2010.12.002

DO - 10.1016/j.ssresearch.2010.12.002

M3 - Journal article

SN - 0049-089X

VL - 40

SP - 572

EP - 585

JO - Social Science Research

JF - Social Science Research

ER -

Me and Jasmina down by the schoolyard: An analysis of the impact of ethnic diversity in school on the trust of schoolchildren

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