Når hudfarven forsvinder: Hvordan etnisk blandede folkeskoler skaber tillid til indvandrere

Abstract

Artiklen analyserer, hvorvidt blandede skoler skaber tillid mellem etniske danskere og indvandrere. Ved hjaelp af et eksperimentelt design dokumenteres det, at etnisk danske born pa homogene ”hvide” skoler har mindre tillid til personer med anden hudfarve, mens den tilsvarende effekt er fravaerende blandt etnisk danske born pa heterogene skoler. Det stotter den sakaldte kontakthypotese og afkraefter den sakaldte konflikthypotese. Der var ikke en klar effekt fra venskabsrelationer pa tvaers af hudfarve og erfaring med ikke-hvide laerere. Derfor argumenteres for, at effekten skal forklares med, at heterogene skoler ophaever graensedragninger mellem ind- og ud-grupper baseret pa hudfarve. Endelig viser artiklen, at effekten fra hudfarve er signifikant mindre hos elever, der er socialiseret til at vaere tillidsfulde. ENGELSK ABSTRACT: Christian Albrekt Larsen, Morten Ringgaard, Prashanth Kantharooban, Aynkaran Anton Senthilnathan, Tim Sloth Johansen and John Linaa Holboll: When Skin Color Disappears: How Ethnically Mixed Public Schools Create Trust of Immigrants The article examines the extent to which ethnically mixed schools generate trust between ethnic Danes and immigrants. It is based on an experimental research design. Ethnic Danes in homogeneous “white” schools have less trust in “non-white” persons, while this is not the case in ethnically mixed schools. The results support the contact-thesis and contradict the conflict-thesis of trust in immigrants. This effect cannot be explained by stronger inter-ethnic friendships or experience with non-Danish teachers. The article argues that the most plausible explanation of these results is that the pupils in the mixed schools simply do not apply skin color in constructing in- and out-groups. The analysis also shows that the negative effect of skin color is weaker among pupils with a general disposition to trust. Key words: Contact thesis, conflict thesis, mixed schools, trust, experimental design.