Summary
This observational study of 266 students across twelve Czech secondary school classrooms found that social networks formed predominantly along ethnic lines, with Ukrainian refugee students (21% of the sample) sending and receiving fewer friendship ties than Czech peers. Contrary to reports from school administrators, the analysis revealed that Ukrainian students experienced social neglect rather than active rejection, and that higher proportions of Ukrainian students in classrooms were associated with stronger ethnic clustering and weaker friendship formation among Ukrainian peers.
UK applicability
The findings on ethnic homophily in school peer networks and the potential negative effects of classroom diversity on refugee integration may be relevant to UK secondary schools receiving Ukrainian and other refugee populations, though local context, school policies and community factors may differ.
Key measures
Ethnic homophily in friendship ties; frequency of friendship ties sent and received by Ukrainian versus Czech students; frequency of exclusion ties; classroom ethnic composition as predictor of integration outcomes
Outcomes reported
The study measured the extent to which Ukrainian refugee students were integrated into peer friendship and exclusion networks in Czech secondary school classrooms using multiplex exponential random graph modelling. It assessed whether classroom ethnic composition influenced the degree of social integration of Ukrainian students.
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