Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education

Abstract

Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and self-esteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can be conditioned by factors such as race, ethnicity, or religion of the students, as well as by the environment in which they live. Therefore, it is vitally important to actively promote these skills within the school environment to ensure healthy growth and a successful future in society. In this context, the research focuses on the analysis of the social skills of intercultural students in Andalusia. Specifically, we investigated whether the White race, Castilian ethnicity, and Christian religion have any influence on these skills. To meet this objective, a quasi-experimental design was used with a non-probabilistic purposive sampling that included a sample of N = 803 intercultural students aged 6 to 12 years from schools in all Andalusian provinces. The results indicate that students of predominantly White, Castilian ethnicity, and Christian religion exhibit greater social skills compared to those of Gypsy ethnicity, Islamic religion, or no religious affiliation. These findings underscore the significant influence that culture and social environment exert on the development of social skills, which are fundamental for facilitating integration and promoting peaceful coexistence among different cultural groups.

Keywords

• social skills
• race
• ethnicity
• religion
• correlation and majority culture