Classroom ethnic diversity,teacher support,and peer victimization: Evidence from four European countries

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource.     

Bias at school: Perceptions of racial/ethnic discrimination among Latino and European American children

Latino and White/European American children (N = 99; 5–11 years of age) participated in a study designed to examine their perceptions of racial/ethnic discrimination in educational settings. Children heard scenarios involving two children of different races/ethnicities, one who received a more positive outcome from a teacher than the other. Children were then asked about the reasons for the differential outcomes. The role of (a) situational information (i.e., the race/ethnicity of the children and teacher in the story, and information about the teacher's past choices); (b) social-cognitive abilities (i.e., theory of mind); and (c) child characteristics (i.e., child's race/ethnicity and racial/ethnic attitudes) in facilitating children's attributions to discrimination was assessed. Results indicated that children most frequently attributed differential outcomes to the quality of work or the ability of students. Children were most likely to make an attribution to discrimination when the teacher rewarded a same-race/ethnicity child and had a history of similar behavior. Children's attention to situational information was moderated, however, by their social-cognitive abilities. Children's own race/ethnicity and ethnic attitudes also affected their perceptions of discrimination.     

The relationship between productive and counterproductive work behaviour across four European countries

Research suggesting a similar but different relationship between Organizational Citizenship Behaviour (OCB) and Counterproductive Work Behaviour (CWB) is dominated by North American samples. Little evidence exists on whether these findings are replicated in other countries. To assess if a similar pattern emerged, we used the Social Axioms model (Bond et al., 2004) as a cultural framework and surveyed employees in the UK (105), The Netherlands (203), Turkey (185), and Greece (70) on the relationship between OCB and CWB, and the relationship between these behaviours and personality, justice, and commitment. Analysis supported a multidimensional structure to OCB and CWB and indicated a nonbipolar relationship between these behaviours. Culturally, somewhat different to OCB research in general, we find support for a convergence perspective across countries. Conceptually, linguistically and structurally the scale assessing OCB/CWB was shown to be equivalent across countries and a nonbipolar pattern of relationships was consistent across countries. Overall, findings imply a universal nature to the relationship between OCB and CWB across societal cultural groups.     

Socioeconomic status,economic deprivation,and school misconduct: an inquiry into the role of academic self-efficacy in four European cities

Social Psychology of Education - Strain theories expect socio-economically disadvantaged students to be overrepresented among perpetrators of school-deviant behavior. Empirical research, however,...     

Relationships between right-wing authoritarianism, terrorism threat, and attitudes towards restrictions of civil rights: a comparison among four European countries

The present study tested the role of right-wing authoritarianism (RWA), terrorist threat, and sociopolitical 'climate' as predictors of support for governmental anti-terrorism policies and actions. Two dimensions of analysis were defined: the presence versus absence of al-Qaeda attacks, and adherence to surveillance versus anti-surveillance mainstream politics. In order to study the influence of these two contextual dimensions on the expression of attitudes, we selected four European countries that fall into these two dimensions--Poland, Belgium, Spain, and the UK. Results from our study provide support for the contention that attitudes towards restrictions of civil rights are related to RWA independently of the cultural context. Moreover, in the UK sample, we found that the threat of terrorism increases acceptance of limitations of civil liberties, but only among people who hold authoritarian beliefs. However, in Spain, the other country that experienced terrorist attacks, this moderation effect was not found which is interpreted in terms of differences in the sociopolitical climate in both countries. As predicted, we did not find such moderation effect in countries in which threat is relatively low (Poland and Belgium). The results are discussed with reference to the conceptual framework based on the importance of fear experiences, security-focused policies, as well as the specific cultural context in the study of reaction to terrorist threat.     

Exploring the peer status prototypes: A large-scale latent profile analysis on high-school students from four European countries

Peer status – the regard other group members have of an individual – is fundamental for youth development. Different research traditions developed independent theoretical frameworks conceiving the dimensions underlying social status, and this led to identifying a variety of peer status prototypes. In this work, we explored whether a classification based on the four dimensions of popularity, aggression, dislike, and victimization could integrate the scattered peer status profiles found in the different traditions. A latent profile analysis on 16,224 European students identified the peer status prototypes of popular, bullies, disliked, victims, and average students. Both the peer- and self-reported correlates supported that the five profiles accounted for the large variety of the students' profiles in the literature. These findings suggest that the adoption of a multidimensional approach supported by advanced statistical procedures could identify students' peer status profiles more effectively, replacing classifications based on cutoffs, and leading to a unified students' classification.     

Invisible friends across four countries: Kenya,Malawi, Nepal and the Dominican Republic

Cross‐cultural comparisons of the prevalence of invisible/imaginary companions are difficult due to the use of various methods of data gathering and the lack of sampling in developing countries. The present study took place among 443 children (3–8‐year‐olds) in four different countries (Kenya, Malawi, Nepal and the Dominican Republic) employing the same interview method. Among all the children 21% affirmed that they had invisible/imaginary companions at the time of the interview. But the rates between countries varied significantly from a low of 5% in Nepal to a high of 34% in the Dominican Republic. The results suggest that the potential for the phenomenon transcends cultural particularity even as culture plays an important role for supporting or discouraging invisible/imaginary companions.     

Human rights and ethnic attitudes in Spain: The role of cognitive, social status, and individual difference factors

Cognitive, individual differences, and intergroup contact factors were examined in the formation of attitudes about human rights and ethnic bias in two studies conducted in Spain. A 7‐item scale measuring knowledge about human rights laws in Spain and the European Union was used in both studies. Participants were university students enrolled at the Universidad Autónoma de Madrid. In study one, participant (n = 127) knowledge about human rights laws, intergroup contact, Right Wing Authoritarianism (RWA), and Gough's Prejudice/Tolerance (Pr/To) scale were examined in relationship to bias towards Gitanos. Findings revealed that knowledge about human rights and social status variables (gender and age) were not significant predictors of Gitano bias, whereas Pr/To, RWA, and contact were all (R² = .28) significant predictors of bias against Gitanos. Findings provided cross‐cultural replication (Dunbar & Simonova, in press) of the relationship of Pr/To and RWA to Gitano bias. In study two, participant (n = 100) knowledge and feelings (measured on a three‐item semantic differential scale) about human rights laws, Pr/To, and RWA were examined in relation to strategies influencing peer attitudes about human rights on the Raven Social Influence Inventory (RSII) scale. Findings indicated that knowledge about human rights laws were correlated (r = .47, p < .001) with positive feelings about these laws. Results of a hierarchical regression analysis, controlling for knowledge about human rights laws and participants' social status, found that the Prejudice/Tolerance scale and feelings about human rights were related with both hard (R² = .11) and soft (R² = .08) social influence strategies influencing peer human rights attitudes on the RSII. Men and higher‐scoring participants on Pr/To both employed more hard social influence strategies. Findings indicate that while knowledge of human rights laws is unrelated to ethnic bias, more accurate knowledge is correlated to more positive feelings about laws meant to protect the rights of ethnic minorities.     

Parenting and adolescent well-being in two European countries

The main and interactive effects of parental behavioral control and parental support on adolescent adjustment were examined with students ages 15-19 in Italy (N = 391, 59.1% male) and The Netherlands (N = 373, 45.3% male). In general, parental support was associated with better adjustment and parental control was associated with worse adjustment. However, parental control as well as age and sex moderated the effects of parental support on psychological discomfort and expectations of future success. Positive self-perceptions were less well predicted. Further, there were more moderated effects in the Dutch sample than in the Italian sample. Generalizability of the contributions of parenting behavior to adolescent adjustment outside of a North American context is discussed.     

Religious polarization: contesting religion in secularized Western European countries

In light of recent claims about increasing religious polarization in secularized countries, we study the extent to which the non-religious contest religion in Western European countries and whether and how the Protestant and Catholic heritage of these countries plays a role in this. Analyzing data from the International Social Survey Program (ISSP 1998 and 2008) data by means of multilevel analysis, we demonstrate that religious polarization is stronger in the most secularized countries and in countries with a Catholic religious heritage. Moreover, in secular countries, polarization stems from religious fervency, whereas in countries with a Catholic heritage, it stems from anti-religious fervency.     

Contributions of school classification,sex, and ethnic status to adaptive behavior assessment

This study investigated the contributions of school classification (regular, EMR) and sex and ethnic status to domain scores from the Public School Version of the AAMD Adaptive Behavior Scale. For this investigation data were available from a sample of more than 1,600 regular and EMR subjects approximately equally distributed between the sexes among white, black, and Spanish-background subjects from ages 7 to 13. The results replicated earlier findings that domain scores were valid for differentiating among children of different adaptive behavior levels as inferred from school classification status. Ethnic status was not a unique contributor to Part One domain scores when the effects of classification were accounted for. On the Part Two domains, ethnic status was a significant contributor to some domain scores, but not at all age levels. Similarly, sex made few unique contributions to domain scores on Part One of the Scale, but it was a significant factor on some domains of Part Two at some age levels.the author concluded that the Scale was valid for differentiating among pupils assigned to regular and EMR classes from ages 7 to 12. The failure of sex and ethnic status to make contributions to Part One domain scores suggests that there are common expectancies for personal independence and responsibility between boys and girls from different ethnic groups.From the analysis of the contributions of sex and ethnic status to the Part Two domains, the author inferred that difference in environmental tolerance for affective or emotional responses to the school or community environment was a more reasonable explanation than the inference that girls and boys or children grom different cultural backgrounds were inherently different with respect to these behaviors. The Public School Version of the AAMD Adaptive Behavior Scale is valid for assessing adaptive behavior of children in public school and relatively independent of effects attributable to sex or ethnic status.     

The European school of MCDA: Emergence,basic features and current works

Multiple-criteria decision analysis has evolved considerably since its birth during the 1960s. As part of this evolution, several schools of thought have developed emphasizing different techniques and, more generally, different attitudes as to the way of supporting or aiding decision making. One of these schools is now commonly referred to as the ‘European School’, its members being part of a European Working Group entitled ‘Multicriteria Aid for Decisions’. In the first part of this paper (Section 1) we follow a historical perspective in order to trace the emergence of the European School. Its distinctive features and main ideas are then outlined in Section 2. Finally we provide a general review of the current major research topics developed within this framework (Section 3).     

The social context of school playground games: Sex and ethnic differences,and changes over time after entry to junior school

This short‐term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7–8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed‐sex play was not supported by particular game types. Boys' game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. The results indicate that playground activities can have a positive role in social relations between different ethnic groups.     

The development of ethnic identity and ethnic role taking skills in children from different school settings

The current studies were designed to investigate the influence of variations in type of school setting on the development of role-taking skills and ethnic identity. We were interested in groups of school children in grades 1 to 5 inclusive from three different types of language programs: (1) instruction in the native language (English in this case); (2) total instruction in a second language (French); and (3) partial instruction in a second language (French). All children were native-English speaking, and came from perdominantly middle class families with monolingual English-speaking parents. The children from each program were equated at each grade level on age, and verbal and non-verbal I.Q. It was expected that (1) children in the second language programs would develop identity with their native language reference group later and less consistently than children in the native language programs; because (2) the second language children would identify more with the second language ethnic group; (3) the second language children would be able to understand at an earlier grade level than the native language group the principle of reciprocity in role-taking; and (4) these difference would be more pronounced for the totally than for the partially immersed second language children. The children were required to rate a number of ethnic dolls on a 20 point rating scale according to (1) how much each would be desired as a personal friend, (2) how much each would be desired as a friend for a member of another specific ethnic group, and (3) how similar each doll was to the child. The results indicated general support for hypotheses (1), (2) and (4), particularly among the primary school samples (1, 2), but a lack of support for hypothesis (3). These results demonstrate the influence of socio-cultural factors on the development of ethnic identity and ethnic role-taking skills.     

Neuroticism,rumination, depression and suicidal ideation: A moderated serial mediation model across four countries

Background/objectiveResearch has highlighted the role of neuroticism, rumination, and depression in predicting suicidal thoughts, but studies on how these variables interplay are scarce. The aims of the present study were to test a model in which emotional stability (i.e., low neuroticism) would act as an antecedent and moderator of rumination and depressed mood in the prediction of suicidal ideation (i.e., moderated serial-mediation), and to explore their replicability across four countries and sex, among college students as an at-risk-group for suicide.MethodParticipants were 3482 undergraduates from U.S, Spain, Argentina, and the Netherlands. Path analysis and multi-group analysis were conducted.ResultsEmotional stability was indirectly linked to suicidal ideation via rumination and depressed mood. Moreover, emotional stability moderated the associations between rumination and depressed mood, and between depressed mood and suicidal ideation. Findings were consistent in males and females, and across countries studied.DiscussionRegardless of sex and country, people with low emotional stability reported higher levels of rumination, which in turn was associated with more depressed mood, and these were associated with higher reports of suicidal thoughts. This cascade of psychological risk factors for suicidal ideation seems to be more harmful in people who endorse low levels of emotional stability.     

Competence and morality dimensions of national and ethnic stereotypes: a study in six eastern-European countries

To investigate the role of competence and morality in stereotypes, a cross-national research was set up in six eastern-European countries. Study 1 measured the perceived desirability of stereotype attributes in ingroup versus outgroup members. Across countries, biopolar Competence and Morality components emerged. It was found that the perceived desirability of ingroup attributes was primarily competence-based, while desirability perceptions of outgroup attributes were mostly morality-based. In Study 2, participants in the six countries rated the occurrence of competence- and morality-related stereotype attributes among 10 national and ethnic target groups. Study 2 also assessed general evaluative attitudes and perceptions of power and conflict in inter-nation relations. Competence and morality dimensions fully explained the evaluative structure of national and ethnic stereotypes, generating a four-fold typology of sinful–loser, sinful–winner, virtuous–loser and virtuous–winner stereotypes. This typology was strongly related to perceptions of power and conflict between national groups. © 1997 John Wiley & Sons, Ltd.     

Emotion words used in six European countries

To what extent are the more common emotion words in Western European languages equivalent? Some information on this question, which is relevant for cross cultural emotions research, is collected in the present study. Students from six Western European countries were asked to list all emotion words they could think of in 5 minutes. The most frequently mentioned categories were highly similar across samples. However, considerable differences in relative frequency of presumably equivalent words (close, common translations) in the different languages were also found.     

Differences in occupational stress in three European countries

In this study, the reliabilities of the Dutch translation of the Occupational Stress Inventory, which is based on the theory of Cooper (Cooper & Marshall, 1976), was investigated. The sample comprised 436 nurses. A comparison is made of the individual and job satisfaction stress levels of Dutch and British nurses (N = 546), and of British managers (N =123) and German managers (N =133). The differences in the reliabilities of the Dutch version, compared to the British and German, are small. The differences between the stress and satisfaction scores are found to be greater between occupational groups than between nations.     

The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment

Abstract Do experiences with racial discrimination at school predict changes in African American adolescents' academic and psy‐chological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self‐concepts, academic task values, mental health (increases in depression and anger, decreases in self‐esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self‐concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors.