Social Acceptance and In-Group Bias Among German Speaking and Turkish Speaking Students

摘要: Based on Social Identity Theory this study analysed the social acceptance of Turkish speaking and German speaking children in Germany as well as an in-group bias for peer relations in school. 296 German speaking and 100 Turkish speaking students in third and fourth grade classes, and their classmates, completed a sociometric questionnaire. Turkish speaking children received fewer positive sociometric nominations and more negative nominations than their German classmates. With an increasing number of Turkish speaking children in class this effect vanished. Children of both groups received a higher number of positive sociometric nominations from their in-group than from their out-group, the number of negative sociometric nominations was equal from both groups. When making sociometric choices only German speaking students showed an in-group bias.