Secondary school students’ attitudes of tolerance towards minorities

• In Event: ICCS Panel 1: Civic Engagement and Democratic Dispositions in Times of Crisis

Proposal

Migration flows, both voluntary and forced, continue to reshape societies worldwide. In this context, schools are not only spaces for academic learning but also critical arenas for socialization and the development of civic attitudes. Research shows that the educational outcomes of immigrant children significantly impact their long-term integration into host societies, influencing both labor market success and broader societal well-being (Borgonovi & Pokropek, 2018). The role of education in countering extremism, supporting the integration of immigrant children, and fostering social harmony is increasingly recognized (UNESCO, 2019).

This study is grounded in two key theoretical frameworks: the Contact Hypothesis and Acculturation Theory. The Contact Hypothesis (Allport, 1954), posits that under certain conditions, interpersonal contact between groups can reduce prejudice and foster more positive intergroup attitudes. The context and quality of that contact are also crucial in determining whether it leads to reduced prejudice or reinforces existing biases (Pettigrew & Tropp, 2011; Stark, 2011).

Acculturation Theory complements this by examining the processes of cultural change that occur when individuals from different backgrounds interact. This theory emphasizes that the majority group is simultaneously influenced by how immigrant groups adapt to their host societies. Positive intergroup contact, framed within acculturation theory, can reduce stress and promote better psychological and social outcomes for both immigrant and native students (Berry, 1997; Falavarjani, Yeh, & Brouwers, 2019).

This study uses data from the 2009 and 2016 cycles of IEA’s International Civic and Citizenship Education Study (ICCS), covering 18 countries that participated in both cycles. OLS regression models were employed to analyze the relationship between classroom diversity, civic participation, and attitudes towards minorities. The study also explores changes in these relationships over time.
Civic participation within schools consistently emerged as a strong predictor of more tolerant attitudes towards minorities. In 16 out of 18 countries, students who engaged in civic activities—such as voting for class representatives, participating in decision-making, or joining environmental projects—reported higher levels of support for equal rights for all ethnic and racial groups. This indicates that structured civic activities within schools, which promote cooperation and shared goals, can foster positive interpersonal relationships among diverse student groups, thereby enhancing tolerance.

The impact of classroom diversity on tolerance varied by the type of diversity measured. Linguistic diversity was positively associated with higher levels of tolerance in several countries, suggesting that exposure to linguistic diversity in the classroom can encourage students to develop more inclusive attitudes towards peers from different backgrounds.

However, the relationship between immigrant background and tolerance was less consistent across countries. In some countries, a higher share of immigrant students in the classroom was associated with increased tolerance, while in one country, the opposite was observed. These mixed results suggest that the effects of immigrant diversity on tolerance may be context-specific.
The study also identified a positive trend in tolerance over time. In most countries, students' positive attitudes towards equal rights for minorities significantly increased between 2009 and 2016, reflecting a gradual shift towards more inclusive perspectives, even amidst rising political challenges.

Authors

• Clara W Beyer, International Association for the Evaluation of Educational Achievement (IEA)

• Falk Brese, Stichting IEA Secretariaat Nederland