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Peer Inclusion And School Equality Norm Associations With Intergroup Contact, And Academic Self-Efficacy Amongst Ethnic Majority And Ethnic Minority Youth, Shelley Mckeown, Gian Antonio Di Bernardo, Jaysan Charlesford, Loris Vezzali, Thia Sagherian-Dickey

School of Psychology

Social norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self-efficacy. To test these assertions, we conducted a cross-sectional survey with ethnic majority and ethnic minority youth aged 11–12 (n = 629, 48% female, 43% minority ethnic) attending one of four …