References

These are studies we have included so far. An update of the literature search is on its way. If you have any studies that you think are relevant but not included here, please send me an email. You'll find my mailadress here: Claudia Neuendorf at uni potsdam.

Agirdag, O., Demanet, J., Van Houtte, M., & Van Avermaet, P. (2011a). Ethnic school composition and peer victimization: A focus on the interethnic school climate. International Journal of Intercultural Relations, 35(4), 465–473. https://doi.org/10.1016/j.ijintrel.2010.09.009
Agnich, L. E., & Miyazaki, Y. (2013). A multilevel cross-national analysis of direct and indirect forms of school violence. Journal of School Violence, 12(4), 319–339. https://doi.org/10.1080/15388220.2013.807737
Bagci, S. C., Kumashiro, M., Smith, P. K., Blumberg, H., & Rutland, A. (2014). Cross-ethnic friendships: Are they really rare? Evidence from secondary schools around London. International Journal of Intercultural Relations, 41, 125–137. https://doi.org/10.1016/j.ijintrel.2014.04.001
Bellmore, A. D., Witco, M. R., Graham, S., & Juvonen, J. (2004). Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims’ adjustment. Developmental Psychology, 40(6), 1159–1172. https://doi.org/10.1037/0012-1649.40.6.1159
Benner, A. D., Graham, S., & Mistry, R. S. (2008). Discerning direct and mediated effects of ecological structures and processes on adolescents’ educational outcomes. Developmental Psychology, 44, 840–854. https://doi.org/10.1037/0012-1649.44.3.840
Benner, A., & Graham, S. (2009). The transition to high school as a developmental process among multi-ethnic youth. Child Development, 80, 356–376. https://doi.org/10.1111/j.1467-8624.2009.01265.x
Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first 2 years of high school: Correlates and influences on educational outcomes. Child Development, 82, 508–519.
Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48, 621–646. https://doi.org/10.3202/0002831210384838
Bredtmann, J., Otten, S., & Vonnahme, C. (2021). Linguistic diversity in the classroom, student achievement, and social integration. Education Economics, 29(2), 121–142. https://doi.org/10.1080/09645292.2020.1866499
Burns, J. (2012). Race, diversity and pro-social behavior in a segmented society. Journal of Economic Behavior & Organization, 81(2), 366–378. https://doi.org/10.1016/j.jebo.2011.11.006
Campbell, D. E. (2007). Sticking together: Classroom diversity and civic education. American Politics Research, 35, 57–78.
Chan, W. Y., & Birman, D. (2009). Cross- and same-race friendships of Vietnamese immigrant adolescents: A focus on acculturation and school diversity. International Journal of Intercultural Relations, 33, 313–324.
Dekker, K., & Kamerling, M. (2017). Social skills scores: The impact of primary school population characteristics and parental involvement. Journal for Multicultural Education, 11(4), 275–286. https://doi.org/10.1108/jme-09-2016-0048
Demanet, J., Agirdag, O., & Van Houtte, M. (2012). Constrict in the school context: The impact of ethnic school diversity on the quantity and quality of friendships. The Sociological Quarterly, 53(4), 654–675. https://doi.org/10.1111/j.1533-8525.2012.01245.x
Dinesen, P. T. (2011). Me and Jasmina down by the schoolyard: An analysis of the impact of ethnic diversity in school on the trust of schoolchildren. Social Science Research, 40(2), 572–585. https://doi.org/10.1016/j.ssresearch.2010.12.002
Due, P., Merlo, J., Harel-Fisch, Y., Damsgaard, M., Holstein, B. E., Hetland, J., et al. (2009). Socioeconomic inequality in exposure to bullying during adolescence: A comparative, cross-sectional, multilevel study in 35 countries. American Journal of Public Health, 99, 907–914.
Echols, L., & Graham, S. (2013). Birds of a different feather: How do cross-ethnic friends flock together? Merrill-Palmer Quarterly, 59(4), 461–488.
Felix, E. D., & You, S. (2011). Peer victimization within the ethnic context of high school. Journal of Community Psychology, 39(7), 860–875.
Graham, S., & Echols, L. (2023). Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years. Development and Psychopathology, 35(5), 2516–2532. https://doi.org/10.1017/S0954579423001074

Graham, S., Munniksma, A., & Juvonen, J. (2014). Psychosocial benefits of cross‐ethnic friendships in urban middle schools. Child Development, 85(2), 469–483. https://doi.org/10.1111/cdev.12159

Grütter, J., Meyer, B., & Glenz, A. (2015). Social exclusion in inclusive classrooms: A question of viewpoint? Psychologie in Erziehung und Unterricht, 63(1), 65–82. https://doi.org/10.2378/peu2015.art05d

Grütter, J., & Tropp, L. R. (2018). How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers during late childhood and early adolescence. International Journal of Behavioral Development, 43(2), 128–135. https://doi.org/10.1177/0165025418802471

Grütter, J., Meyer, B., Philipp, M., Stegmann, S., & Van Dick, R. (2021). Beyond ethnic diversity: The role of teacher care for interethnic relations. Frontiers in Education, 5, 586709. https://doi.org/10.3389/feduc.2020.586709

Hughes, D., Del Toro, J., Harding, J. F., Way, N., & Rarick, J. R. (2016). Trajectories of discrimination across adolescence: Associations with academic, psychological, and behavioral outcomes. Child Development, 87(4), 1337–1351. https://doi.org/10.1111/cdev.12591

Janmaat, J. G. (2012). The effect of classroom diversity on tolerance and participation in England, Sweden and Germany. Journal of Ethnic and Migration Studies, 38(1), 21–39. https://doi.org/10.1080/1369183x.2012.640007

Jansen, P. W., Mieloo, C. L., Dommisse-Van Berkel, A., Verlinden, M., Van Der Ende, J., Stevens, G., Verhulst, F. C., Jansen, W., & Tiemeier, H. (2016). Bullying and victimization among young elementary school children: The role of child ethnicity and ethnic school composition. Race and Social Problems, 8(4), 271–280. https://doi.org/10.1007/s12552-016-9182-9

Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5), 393–400. https://doi.org/10.1111/j.1467-9280.2006.01718.x

Juvonen, J., Kogachi, K., & Graham, S. (2018). When and how do students benefit from ethnic diversity in middle school. Child Development, 89(4), 1268–1282. https://doi.org/10.1111/cdev.12834

Kalter, F., & Kruse, H. (2015). Ethnic diversity, homophily, and network cohesion in European classrooms. In R. Koopmans, B. Lancee, & M. Schaeffer (Eds.), Social cohesion and immigration in Europe and North America: Mechanisms, conditions, and causality (pp. 187–207). Routledge, Taylor & Francis Group.

Kawabata, Y., & Crick, N. R. (2011). The significance of cross-racial/ethnic friendships: Associations with peer victimization, peer support, sociometric status, and classroom diversity. Developmental Psychology, 47(6), 1763–1775. https://doi.org/10.1037/a0025399

Kogachi, K., & Graham, S. (2020). Numerical minority status and racial/ethnic segregation in academic classes: Longitudinal effects on middle school outcomes. Child Development, 91(6), 2083–2102. https://doi.org/10.1111/cdev.13408

Kogachi, K., & Graham, S. (2021). Same-race friendship preference across the middle school years: The role of school racial/ethnic context. Developmental Psychology, 57(12), 2134–2149. https://doi.org/10.1037/dev0001263

Lanza, H. I., Echols, L., & Graham, S. (2018). A silver lining: The role of ethnic diversity on co-occurring trajectories of weight status and peer victimization across early adolescence. Journal of Adolescent Health, 63(5), 554–560. https://doi.org/10.1016/j.jadohealth.2018.05.026

Lessard, L. M., Kogachi, K., & Juvonen, J. (2019). Quality and stability of cross-ethnic friendships: Effects of classroom diversity and out-of-school contact. Journal of Youth and Adolescence, 48(3), 554–566. https://doi.org/10.1007/s10964-018-0964-9

Malacarne, T. (2017). Rich friends, poor friends: Inter–socioeconomic status friendships in secondary school. Socius: Sociological Research for a Dynamic World, 3, 237802311773699. https://doi.org/10.1177/2378023117736994

McGill, R., Way, N., & Hughes, D. (2012). Intra- and interracial best friendships during middle school: Links to social and emotional well-being. Journal of Research on Adolescence, 22(4), 722–738. https://doi.org/10.1111/j.1532-7795.2012.00826.x

Menzer, M. M., & Torney‐Purta, J. (2012). Individualism and socioeconomic diversity at school as related to perceptions of the frequency of peer aggression in fifteen countries. Journal of Adolescence, 35(5), 1285–1294. https://doi.org/10.1016/j.adolescence.2012.04.013

Moody, J. (2001). Race, school integration, and friendship segregation in America. American Journal of Sociology, 107(3), 679-716.

Munniksma, A., Ziemes, J., & Jugert, P. (2022). Ethnic diversity and students’ social adjustment in Dutch classrooms. Journal of Youth and Adolescence, 51(1), 141-155.

Rjosk, C., Richter, D., Lüdtke, O., & Eccles, J. S. (2017). Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes. Journal of Educational Psychology, 109(8), 1188–1204. https://doi.org/10.1037/edu0000185

Rowe, D. C., Almeida, D. M., & Jacobson, K. C. (1999). School context and genetic influences on aggression in adolescence. Psychological Science, 10(3), 277–280.

Schachner, M. K., Brenick, A., Noack, P., Van de Vijver, F. J. R., & Heizmann, B. (2015). Structural and normative conditions for interethnic friendships in multi-ethnic classrooms. International Journal of Intercultural Relations, 47, 1–12. https://doi.org/10.1016/j.ijintrel.2015.02.003

Schwarzenthal, M., Schachner, M. K., Van de Vijver, F. J. R., & Juang, L. P. (2018). Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multi-ethnic classrooms. Cultural Diversity and Ethnic Minority Psychology, 24(2), 260–271. https://doi.org/10.1037/cdp0000173

Schultze‐Krumbholz, A., Ittel, A., & Scheithauer, H. (2020). The association between in‐class cultural diversity with empathy and bullying in adolescence: A multilevel mediation analysis. International Journal of Psychology, 55(5), 769–778. https://doi.org/10.1002/ijop.12700

Seaton, E. K., & Yip, T. (2009). School and neighbourhood contexts, perceptions of racial discrimination, and psychological well-being among African American adolescents. Journal of Youth and Adolescence, 38(2), 153–163. https://doi.org/10.1007/s10964-008-9356-x

Siegmunt, O., & Lukash, A. (2019). Classroom heterogeneity, immigration background, and juvenile delinquency in Switzerland: An exploratory study. Journal of Contemporary Criminal Justice, 35(4), 484-505. https://doi.org/10.1177/1043986219883447

Spiegler, O., Zingora, T., & Jugert, P. (2024). Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries. Infant and Child Development, 33(2), e2413.

Spivak, A. L., White, S. S., Juvonen, J., & Graham, S. (2015). Correlates of prosocial behaviours of students in ethnically and racially diverse middle schools. Merrill-Palmer Quarterly, 61(2), 236. https://doi.org/10.13110/merrpalmquar1982.61.2.0236

Stefanek, E., Strohmeier, D., & Van de Schoot, R. (2015). Individual and classroom predictors of same-cultural friendship preferences in multicultural schools. International Journal of Behavioral Development, 39(3), 255–265. https://doi.org/10.1177/0165025414538556

Sum, P., & Bădescu, G. (2019). Does inequality erode generalized trust? Evidence from Romanian youths. Acta Politica, 54(4), 584–606. https://doi.org/10.1057/s41269-018-0092-2

Tolsma, J., Van Deurzen, I., Stark, T. H., & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks, 35(1), 51–61. https://doi.org/10.1016/j.socnet.2012.12.002

Troop-Gordon, W., Chambless, K., & Brandt, T. (2021). Peer victimization and well-being as a function of same-ethnicity classmates and classroom social norms: Revisiting person × environment mismatch theory. Developmental Psychology, 57(12), 2050–2066. https://doi.org/10.1037/dev0001161

Van Houtte, M., & Stevens, P. A. (2009). School ethnic composition and students' integration outside and inside schools in Belgium. Sociology of Education, 82(3), 217-239.

Van der Wildt, A., Van Avermaet, P., & Van Houtte, M. (2015). Do birds singing the same song flock together? A mixed-method study on language as a tool for changing social homophily in primary schools in Flanders (Belgium). International Journal of Intercultural Relations, 49, 168–182. https://doi.org/10.1016/j.ijintrel.2015.10.002

Van der Wildt, A., Van Avermaet, P., & Van Houtte, M. (2017). Multilingual school population: Ensuring school belonging by tolerating multilingualism. International Journal of Bilingual Education and Bilingualism, 20(7), 868–882. https://doi.org/10.1080/13670050.2015.1125846

Williams, J. L., & Hamm, J. V. (2018). Peer group ethnic diversity and social competencies in youth attending rural middle schools. The Journal of Early Adolescence, 38(6), 795–823. https://doi.org/10.1177/0272431617699945