Peer interactions and the sociometric position of students in multicultural classrooms
Peer interactions and the sociometric position of students in multicultural classrooms

Summary/Abstract: This article addresses the social situation in multicultural classrooms. Using Moreno's sociometric technique, the evaluation is conducted of the social position of fourth-grade primary school learners in Warsaw. This stage of education is characterized by the formation of strong peer connections, the emergence of liking and disliking, and the creation of friendship groups. The findings indicate that most immigrant children occupy average positions in classes. One foreign student held a dominant position, while another was rejected by the group. Students tended to make positive choices towards peers of their own nationality, especially in reciprocal choices. Such a picture of relationships in multicultural classrooms is slightly concerning and may hinder the effective integration of foreign students within the group.

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