Social Exclusion and Ethnic Segregation in Schools: The Role of Teachers' Ethnic Prejudice
利用小学数据和新到难民儿童随机分配教师的自然实验，发现教师对特定族群的偏见会减少跨族裔社交联系、增加本地儿童同质性交往，并提高难民儿童遭受同伴暴力的风险。
Abstract Using data on primary school children and their teachers, we show that teachers who hold prejudicial attitudes towards an ethnic group create socially and spatially segregated classrooms. Leveraging a natural experiment where newly arrived refugee children are randomly assigned to teachers within schools, we find that teachers' ethnic prejudice, measured by an implicit association test, significantly lowers the prevalence of interethnic social links, increases homophilic ties among host children, and puts refugee children at a higher risk of peer violence. Our results highlight the role of teachers in achieving integrated schools in a world of increasing ethnic diversity.