Collective Victimhood and Social Prejudice: A Post-Holocaust Theory of Anti-Semitism

Anti-Semitism represents one of the most penetrating forms of prejudice, yet social research has failed to address the causal underpinnings of the phenomenon. To this end, we empirically test the notion that anti-Semitism builds on the legacy of the Holocaust. Standing as the benchmark for collective suffering, the Holocaust creates competition over recognition of the status of the victim. Upward comparisons between victimized ingroups with other victimized outgroups trigger social prejudice. Victimhood, thus, creates an antagonistic view of the Jews that, in turn, fuels anti-Semitic prejudice. We test this theory using data from Greece—the European nation with the highest proportion of anti-Semites—leveraging two survey experiments and a natural experiment. Our results confirm our theoretical expectations, showing that perceived victimhood fuels anti-Semitism. The findings of our research carry important implications for dealing with anti-Semitism and for combating various forms of outgroup prejudice.     

Suicide Prevention in an Educational Context: Broad and Narrow Foci

This paper reviews the needs and conceptual bases of school-based youth suicide prevention programs, summarizes their current status, and recommends objectives, processes, and evaluation strategies for focused educational programs in this area. In addition, a broad systemic approach is called for that reorganizes the school context to increase students' contributions to and involvement with the educational process. Such approaches appear to have been effective with a variety of youth deviant behaviors such as dropout and delinquency, and seem to be particularly appropriate to suicidal behavior that is characterized by alienation and withdrawal from social supports. A combination of these broad and narrow foci may be necessary to address suicidal behavior in the educational context.