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Identity and Cultural Diversity examines immigration and its effect on diversity from a social psychological perspective. Immigration increases cultural diversity and raises difficult questions of belonging, adaptation, and the unity of societies: questions of identity may be felt by people struggling with the basic problem of who they are and where they fit in, and although cultural diversity can enrich communities and societies it also sometimes leads to a new tribalism, which threatens democracy and social cohesion.The author Maykel Verkuyten considers how people give mea

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.

This article provides a social psychological analysis of immigrants' identification with the country of settlement, that is, their host national identification. We first discuss national (dis)identification in relation to dual identity and religion. Subsequently and drawing on acculturation research and the social identity perspective, we discuss four conditions that can stimulate or hinder the development of national identification: sociostructural circumstances, perceived discrimination, identity undermining, and in‐group norms. Furthermore, we underline the relevance of studying two largely unexplored yet important consequences of immigrants' national identification: the evaluations of other minority groups and political involvement. We conclude by recognizing the value of a dual identity and by proposing a number of policies that might facilitate its development. We also discuss the obstacles toward the creation of a harmonious dual identity. These obstacles are related to the way in which the national category is defined and to the four conditions mentioned.

This study examines spontaneous social self-representations in two different cultures (the Netherlands and Greece) and among adults and early adolescents. A distinction between three levels of the social self is made: the relational self, the communal self, and the collective self. Supporting the notion of the general primacy of the relational self the findings show that the relational self is the most prominent and important one in both cultures and among both age groups. Yet, there is a cultural difference in the cognitive representation of the relational self. In the Dutch context, participants tended to understand their relational self in terms of a personalized or dyadic mode of connection (pair-wise mode). In contrast, in Greece participants understood their relational self in terms of units of significant others (group-wise mode). Implications for the relationship between culture and the self-concept are discussed.

AbstractFour survey experiments provide evidence that children (9–12 years) infer collective land ownership from first arrival. In Experiments 1 and 2, children indicated that a group owns an island relatively more than another group when having been or living on the island first. In the third experiment, it was found that first comers were considered to own the land more independently of whether the second group joined or succeeded them in living on the island. In Experiment 4, the first arrival principle to infer collective ownership was independent of the duration of stay of the first comers before being joined by the second group. Taken together, the findings provide clear evidence of the importance of first arrival for inferring collective place ownership.

Multiculturalism is on the retreat in many Western countries. As an ideology, it is criticized for failing to engender national belonging and social cohesion and thereby to encourage groups of citizens to have parallel lives. In this article, we present the case of Mauritius that is often viewed as a successful plural society. We discuss the conditions that are conducive to a working multiculturalism in Mauritius as well as the challenges. We use empirical findings from our relatively large-scale survey research among adolescents from the three main ethnic groups (i.e., Hindus, Creoles, Muslims). The metaphorical representation of the nation as a rainbow or fruit salad means that cultural diversity forms part of the national self-image, but within a secular state where individual rights prevail. Our findings show that all participants reported strong and compatible national, ethnic, and religious group identifications and that dual identity was the most chosen identity option. Furthermore, intergroup relations tended to be positive but there was a strong preference for ethnic endogamy. Additionally, there were social psychological processes that work against harmonious intergroup relations. The article concludes by discussing what can be learned from Mauritian style multiculturalism.

AbstractTwo vignette studies were conducted on children's evaluations of ethnic helping. In the first study, 272 native Dutch children (mean age = 10.7) evaluated a child who refused to help in an intra‐group context (Dutch–Dutch or Turkish–Turkish) or inter‐group context (Dutch–Turkish or Turkish–Dutch). Children evaluated not helping in intra‐group situations more negatively than not helping in inter‐group situations. This suggests that they applied a general moral norm of group loyalty that states that children should help peers of their own group. In the second study, 830 children (mean age = 10.7) read the same vignettes after their ethnic group membership was made salient. In the inter‐group contexts, children who strongly identified with their ethnic group evaluated an out‐group member not helping an in‐group member more negatively than vice versa. Thus, when ethnic identity was salient, children tended to focus more on group identity rather than on the principle of group loyalty.

Focusing on Muslim populations in five Muslim-majority countries and four Western European countries, we examine the correlates of popular support for terrorist violence. In both samples, support for terrorism is stronger among those who see democracy as a Western political system which is not suitable for Muslim societies. Perceived Western economic dominance is related to more support for terrorism among Muslims in Western Europe. In the Muslim countries, blaming the West for negative international relations is associated with greater support for terrorism. The associations found are remarkably similar across the Western European countries but vary considerably across the Muslim countries, preventing generalized interpretations. Nevertheless, our findings indicate that perceptions about world politics represent an important factor of pro-terrorist views among Muslims. Therefore, we suggest that improvement of the relationships between the West and the Muslim world can reduce support for terrorism. [Reprinted by permission; copyright Sage Publications Ltd.]