Suchergebnisse

This article discusses the social identity approach (social identity theory and self-categorization theory) for understanding children's ingroup biases in attitudes and behaviors. It is argued that developmental research on ingroup bias will be enhanced by more fully considering the implications of this approach. These implications include (a) the conceptualization of group identity, (b) the importance of social reality and children's epistemic motivation, (c) the role of processes of normative influence and social projection, and (d) the relevance of moral considerations. These four implications have not been fully considered in the developmental literature but indicate that the social identity approach offers the possibility for theoretically integrating and empirically examining various processes involved in children's ingroup biases.

Abstract. In Europe there are important concerns about fundamentalist religious beliefs among Muslim youth and "homegrown" radicalization that can lead to violent extremism. For these phenomena, different explanations are given, but there is very little systematic empirical research. Based on the existing conceptual, theoretical, and empirical literature and using a social psychological perspective, the current paper discusses religious fundamentalism and radicalization among Muslim minority youth in Europe. Specifically, feelings of uncertainty, perceived hostility, and perceived injustice are discussed as three important psychological factors involved in radicalization. Furthermore, the critical importance of intra- and intergroup processes and social networks is discussed. The review of the research is concluded by providing some directions and suggestions for future research and for prevention and intervention.

The integration paradox refers to the phenomenon of the more highly educated and structurally integrated immigrants turning away from the host society, rather than becoming more oriented toward it. This article provides an overview of the empirical evidence documenting this paradox in the Netherlands. In addition, the theoretical arguments and the available findings about the social psychological processes involved in this paradox are considered. The existing evidence for the integration paradox and what might explain it form the basis for making suggestion for future theoretical work and empirical research, and for discussing possible policy implications.

Following social identity theory, this research examines the relationship between group identification and intergroup relations by focusing on religion. Religious as well as Dutch national group identification was examined among Turkish-Dutch Muslims. Identification was studied in relation to general affective ratings of multiple religious groups (Muslims, Christians, Hindustanis, Jews and non-believers) and the endorsement of Islamic group rights. The results show that Muslim identification was more like a nominal (high or `total' identification) than a continuous variable, and that many participants showed low identification with the national group. The affective ratings of religious out-groups were quite negative, particularly of the Jews and non-believers. Muslim identification was positively and strongly related to feelings toward the religious in-group and to the endorsement of Islamic group rights. National identification was positively related to feelings toward the religious out-groups, but only for `total' Muslim identifiers, supporting the mutual intergroup differentiation model. The findings are discussed in relation to social psychological thinking about group identification and the importance of religion for intergroup relations.

Abstract This study examines the relative importance of key variables proposed by intergroup and social learning theories for understanding ethnic attitudes. The focus is on how ethnic identification, perceived parental attitudes and victimization by peers are related to ethnic attitudes. The sample includes Dutch (N = 295) and Turkish (N = 158) children (10–12 years of age) in the Netherlands. For both ethnic groups, stronger ethnic identification is related to more positive in‐group evaluation, and a higher degree of victimization relates to more negative out‐group evaluation. Furthermore, parental attitudes are related to out‐group evaluation. Higher perceived in‐group favoritism among parents was related to a less positive evaluation of the out‐group. In addition, Turkish parental attitudes turn out to be related to ethnic identification and in‐group evaluation. Further analyses suggest that the effect of perceived parental attitudes on children's group evaluations is not only due to projection. It is concluded that the study of ethnic attitudes among children should focus on group identification as well as on the social influences of parents and peers. Furthermore, it is important to distinguish between in‐group and out‐group aspects of ethnic attitudes and to include both majority and minority children.