Language and Intergroup Contact: Investigating the Impact of Bilingual Instruction on Children’s Intergroup Attitudes
Bibliographic record
Abstract
This study examined the impact of bilingual versus English-only instruction on the intergroup attitudes of White, English-speaking children in kindergarten through second grade. Replicating prior research, White children generally showed a clear preference toward the ingroup in terms of positive evaluations, friendship preference, and perceived similarity to the self. However, all three effects were significantly smaller among children who were in classrooms with a significant amount of Spanish instruction (i.e. bilingual classes). The smaller preference for the ingroup over the outgroup found in bilingual classes resulted from higher evaluations of, greater selection of friends among, and greater perceived similarity to Latino targets, and not from changes in preference for White ingroup targets. Furthermore, comparisons with English-only classes that had substantial Latino representation shows that the positive impact of bilingual instruction can be only partially explained by the greater representation of Latino children in bilingual classes. Finally, these positive patterns of intergroup attitudes found in bilingual classes were not associated with any negative effects on White children’s personal self-evaluation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".