In the current study, Turkish and Syrian primary school students’ intergroup attitudes were examined through the experiences of classroom teachers. The study was designed as a qualitative research. A semi-structured interview technique was used in order to gather detailed data from classroom teachers. The study group consists of 40 classroom teachers, 6 male, and 34 female. The qualitative data collected from teachers were analyzed through the thematic analysis technique. The study revealed that the most important factors that determine the attitudes and behaviors of host and immigrant students in the same classes are common language and communication, intergroup friendship, acceptance, exclusion, in-group solidarity, attitudes of teachers and families. In addition, it has been observed that studying in the same class with Turkish speaking students usually helps immigrant students to use the common language more effectively which, leads them to be less rejected and more accepted, along with the intergroup friendship rather than in-group solidarity. Finally, the study yields that teachers’ approaches and behaviors towards their immigrant students are very effective not only in enhancing intergroup contact, friendship, integration, and positive attitudes, but also increasing the immigrant students’ participation and academic success.
Intergroup attitudes, intergroup contact, intergroup friendship, immigration, primary school