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%T Language and Intergroup Contact: Investigating the Impact of Bilingual Instruction on Children’s Intergroup Attitudes
%A Wright, Stephen C.
%A Tropp, Linda R.
%J Group Processes & Intergroup Relations
%N 3
%P 309-328
%V 8
%D 2005
%K bilingual education; children; intergroup attitudes; intergroup contact; prejudice;
%= 2011-03-01T05:45:00Z
%~ http://www.peerproject.eu/
%> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-227858
%X This study examined the impact of bilingual versus English-only instruction on the                intergroup attitudes of White, English-speaking children in kindergarten through                second grade. Replicating prior research, White children generally showed a clear                preference toward the ingroup in terms of positive evaluations, friendship                preference, and perceived similarity to the self. However, all three effects were                significantly smaller among children who were in classrooms with a significant                amount of Spanish instruction (i.e. bilingual classes). The smaller preference for                the ingroup over the outgroup found in bilingual classes resulted from higher                evaluations of, greater selection of friends among, and greater perceived similarity                to Latino targets, and not from changes in preference for White ingroup targets.                Furthermore, comparisons with English-only classes that had substantial Latino                representation shows that the positive impact of bilingual instruction can be only                partially explained by the greater representation of Latino children in bilingual                classes. Finally, these positive patterns of intergroup attitudes found in bilingual                classes were not associated with any negative effects on White children’s                personal self-evaluation.
%G en
%9 journal article
%W GESIS - http://www.gesis.org
%~ SSOAR - http://www.ssoar.info