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AbstractPrevious research shows that violence is an important factor driving ethnic identification and grievances, but most works that explore micro-level effects focus on specific cases and have limited external validity. This article looks at the individual-level consequences of civilian victimization in a large sample across Africa. Combining georeferenced survey data from several rounds of the Afrobarometer, victimization events from the UCDP-GED, and data on collective targeting from the ethnic one-sided violence dataset, it studies the effect of exposure to violence on ethnic identification and self-reported ethnic grievances. Results show that violence increases ethnic identification and ethnic grievances particularly when it is committed by state forces and among individuals who belong to an ethnic group that was collectively targeted in the past.

The explosion which occurred at the Johannesburg railway station in Jul 1964 was, for South Africans, one of the most traumatic events of that yr. The incident could be construed as a physical attack upon whites in the cause of the pol'al advancement of non-whites. As such, it was expected to have an effect on ethnic att's. The explosion at the Johannesburg station 'interrupted' a soc survey which was being conducted in 31 of the 311 suburbs within the municipal boundaries of Johannesburg. The survey was concerned, inter alia, with the measurement of ethnic att's. The effect of the Johannesburg station explosion on ethnic att's was studied by a 'conversion' of the descriptive res design to the form of a natural exp. 5 hyp's were formulated & tested. The possible reverberations of the Johannesburg station explosion on variables other than those tested are discussed. AA.

Despite the recent retreat of multiculturalism in various European countries, forms of multicultural education are favored and practiced in many of these countries. These educational practices are considered desirable and necessary for the development of positive inter-ethnic relations. After considering conceptions of multicultural education, we discuss multilevel quantitative research on perceived multicultural education and its effects on inter-ethnic attitudes among early adolescents in the Netherlands. The positive effects of multicultural education are interpreted in terms of children's improved cultural knowledge and understanding, and the establishment of anti-racism norms within the classroom. These two theoretical mechanisms can explain the positive impact of multicultural education on children's inter-ethnic attitudes. The review of the research is concluded by providing directions and suggestions for future research.