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Maykel Verkuyten - One of the best experts on this subject based on the ideXlab platform.
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Low ethnic identity exploration undermines positive Interethnic Relations: A study among Turkish immigrant-origin youth.
Cultural diversity & ethnic minority psychology, 2016Co-Authors: Olivia Spiegler, Jochem Thijs, Maykel Verkuyten, Birgit LeyendeckerAbstract:OBJECTIVE This longitudinal study investigates whether immigrant-origin youths' ethnic identity exploration moderates the link between ethnic identity commitment and positive Interethnic Relations, operationalized as cross-ethnic friendships. METHOD Turkish-German 4th graders (9-12 years old, n = 73) and 7th graders (13-15 years old, n = 67) reported on their cross-ethnic friendships at Time 1 and approximately 10 months later at Time 2. Commitment and exploration were measured at Time 1 with age appropriate versions of the Multigroup Ethnic Identity Measure. RESULTS About 40% of the children's friendships were cross-ethnic and the amount of cross-ethnic friendships did not change from Time 1 to Time 2. Ethnic identity commitment and exploration were unrelated to cross-ethnic friendships in both age groups. Yet, among the 7th graders, exploration moderated the link between commitment and cross-ethnic friendships: when exploration was low, a higher level of commitment was associated with fewer cross-ethnic friendships. These associations were not significant among 4th-grade children. CONCLUSION We conclude that by the age of 13 years, ethnic identity exploration can improve Interethnic Relations. (PsycINFO Database Record
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School ethnic diversity and students' Interethnic Relations
British Journal of Educational Psychology, 2013Co-Authors: Jochem Thijs, Maykel VerkuytenAbstract:Background and aims School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' Interethnic Relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic Relations and to identify important future research directions. Approach We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' Interethnic Relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating Interethnic Relations in combination with academic adjustment. Conclusions School ethnic diversity is not enough to promote Interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student–teacher Relationships, and peer norms and networks, but also the role of parents and of peer Relations outside the school context.
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School ethnic diversity and students' Interethnic Relations.
The British journal of educational psychology, 2013Co-Authors: Jochem Thijs, Maykel VerkuytenAbstract:School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' Interethnic Relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic Relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' Interethnic Relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating Interethnic Relations in combination with academic adjustment. School ethnic diversity is not enough to promote Interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher Relationships, and peer norms and networks, but also the role of parents and of peer Relations outside the school context. © 2013 The British Psychological Society.
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Interethnic Relations in Malaysia: Group identifications, indispensability and inclusive nationhood
Asian Journal of Social Psychology, 2012Co-Authors: Maykel Verkuyten, Aqeel KhanAbstract:This paper focuses on Interethnic Relations in Malaysia and examines survey data collected among Malay (n = 405), Chinese (n = 90), and Indian (n = 53) participants. In agreement with the Common In-group Identity Model, inclusive nationhood was related to more positive out-group attitudes. Relative in-group indispensability was related to higher bias as predicted by the In-group Projection Model. Furthermore, the dominant group of Malay had higher in-group indispensability, more strongly endorsed an inclusive national representation, had stronger ethnic and national identification, and a stronger association between both identifications.
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Interethnic Relations in a changing political context
Social Psychology Quarterly, 2005Co-Authors: Maykel Verkuyten, Katarzyna ZarembaAbstract:The aim of this study was to examine evaluations of multiple groups by both ethnic majority-group (Dutch) and minority-group (Turkish-Dutch) members during a turbulent political period in the Netherlands, marked by the rapid rise and subsequent decline of a new-rightist, populist movement. The analysis of cross-sectional data from three periods (2001 to 2003) showed clear changes in these evaluations. As expected, both the Dutch and the Turkish participants showed higher ingroup identification and ingroup evaluation in 2002 than in 2001 and 2003. In addition, in 2002 the Dutch participants evaluated the Islamic outgroups (Turks and Moroccans) more negatively, whereas their evaluation of other ethnic minority groups did not differ across the three years. In contrast, Turkish participants evaluated all ethnic outgroups, including the Dutch and the Moroccans, more negatively in 2002.We conclude that it is important to study ethnic Relations across time, in relation to political circumstances, from the perspective of both majority- and minority-group members, and in relation to different ethnic outgroups.
Jochem Thijs - One of the best experts on this subject based on the ideXlab platform.
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Low ethnic identity exploration undermines positive Interethnic Relations: A study among Turkish immigrant-origin youth.
Cultural diversity & ethnic minority psychology, 2016Co-Authors: Olivia Spiegler, Jochem Thijs, Maykel Verkuyten, Birgit LeyendeckerAbstract:OBJECTIVE This longitudinal study investigates whether immigrant-origin youths' ethnic identity exploration moderates the link between ethnic identity commitment and positive Interethnic Relations, operationalized as cross-ethnic friendships. METHOD Turkish-German 4th graders (9-12 years old, n = 73) and 7th graders (13-15 years old, n = 67) reported on their cross-ethnic friendships at Time 1 and approximately 10 months later at Time 2. Commitment and exploration were measured at Time 1 with age appropriate versions of the Multigroup Ethnic Identity Measure. RESULTS About 40% of the children's friendships were cross-ethnic and the amount of cross-ethnic friendships did not change from Time 1 to Time 2. Ethnic identity commitment and exploration were unrelated to cross-ethnic friendships in both age groups. Yet, among the 7th graders, exploration moderated the link between commitment and cross-ethnic friendships: when exploration was low, a higher level of commitment was associated with fewer cross-ethnic friendships. These associations were not significant among 4th-grade children. CONCLUSION We conclude that by the age of 13 years, ethnic identity exploration can improve Interethnic Relations. (PsycINFO Database Record
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School ethnic diversity and students' Interethnic Relations
British Journal of Educational Psychology, 2013Co-Authors: Jochem Thijs, Maykel VerkuytenAbstract:Background and aims School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' Interethnic Relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic Relations and to identify important future research directions. Approach We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' Interethnic Relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating Interethnic Relations in combination with academic adjustment. Conclusions School ethnic diversity is not enough to promote Interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student–teacher Relationships, and peer norms and networks, but also the role of parents and of peer Relations outside the school context.
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School ethnic diversity and students' Interethnic Relations.
The British journal of educational psychology, 2013Co-Authors: Jochem Thijs, Maykel VerkuytenAbstract:School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' Interethnic Relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic Relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' Interethnic Relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating Interethnic Relations in combination with academic adjustment. School ethnic diversity is not enough to promote Interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher Relationships, and peer norms and networks, but also the role of parents and of peer Relations outside the school context. © 2013 The British Psychological Society.
Stanley O. Gaines - One of the best experts on this subject based on the ideXlab platform.
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color line as fault line teaching Interethnic Relations in california in the 21st century
Journal of Social Issues, 2004Co-Authors: Stanley O. GainesAbstract:In this article, I describe an undergraduate course on Interethnic Relations that I taught at a small, predominantly White, liberal arts college during the 1990s. First, 1 present the intellectual heart of the course (similarities and differences between Allport's [1954/1979] mainstream perspective and Du Bois' [1903/1969] oft-neglected, alternative perspective on race Relations). Subsequently, I discuss the course background and a precipitating incident (verbal conflict between a White male student and a Black female student) that transformed the class. Finally, I reflect on my experiences, as well as individual and institutional factors (gender, institutional racism) that probably affected students' and faculty members' responses. Policy implications for courses on prejudice (and for teachers of such courses) are discussed.
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Color‐Line as Fault‐Line: Teaching Interethnic Relations in California in the 21st Century
Journal of Social Issues, 2004Co-Authors: Stanley O. GainesAbstract:In this article, I describe an undergraduate course on Interethnic Relations that I taught at a small, predominantly White, liberal arts college during the 1990s. First, 1 present the intellectual heart of the course (similarities and differences between Allport's [1954/1979] mainstream perspective and Du Bois' [1903/1969] oft-neglected, alternative perspective on race Relations). Subsequently, I discuss the course background and a precipitating incident (verbal conflict between a White male student and a Black female student) that transformed the class. Finally, I reflect on my experiences, as well as individual and institutional factors (gender, institutional racism) that probably affected students' and faculty members' responses. Policy implications for courses on prejudice (and for teachers of such courses) are discussed.
Rosemary C. Henze - One of the best experts on this subject based on the ideXlab platform.
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Leading for Diversity: How School Leaders Promote Positive Interethnic Relations
2002Co-Authors: Rosemary C. Henze, Anne Katz, Edmundo Norte, Susan E Sather, Ernest WalkerAbstract:This book provides models of leadership that are effective in developing schools where positive Interethnic Relations can flourish. Vignettes and case studies allow readers to assess and develop their leadership skills in Interethnic Relations by recognizing and developing their strengths, assessing how organizational structures support or constrain positive Relations, understanding the nature of ethnic tension in the school, identifying the school's priority needs, developing a core vision of Interethnic Relations, creating and implementing a plan for promoting positive Relations, and documenting the effectiveness of the plan. Part 1, A Framework for Developing Positive Interethnic Communities, includes; (1) Leading from Within ; (2) Assessing the School Context ; (3) Understanding Racial and Ethnic Conflict ; (4) Identifying Priority Needs--Individual and School-Wide ; (5) Envisioning Positive Interethnic Relations ; (6) Selecting Approaches ; (7) Implementing and Refining the Plan ; and (8) Documenting and Communicating Success in Interethnic Relations. Part 2, Cases in Interethnic Relations for School Leaders, includes (9) The Ripple Effect of Conflict ; (10) The Power of the School Secretary ; (11) Challenging Attitudes ; (12) What's Data Got to Do With It? ; (13) Dilemmas of Pluralism and Unity ; and (14) Maintaining Confidentiality. The methodology, resources for schools, and alignment with standards for school leadership are appended.
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Leading for Diversity: How School Leaders Promote Positive Interethnic Relations - eScholarship
2001Co-Authors: Rosemary C. Henze, Anne Katz, Edmundo Norte, Susan E Sather, Ernest WalkerAbstract:This book provides models of leadership that are effective in developing schools where positive Interethnic Relations can flourish. Vignettes and case studies allow readers to assess and develop their leadership skills in Interethnic Relations by recognizing and developing their strengths, assessing how organizational structures support or constrain positive Relations, understanding the nature of ethnic tension in the school, identifying the school's priority needs, developing a core vision of Interethnic Relations, creating and implementing a plan for promoting positive Relations, and documenting the effectiveness of the plan. Part 1, A Framework for Developing Positive Interethnic Communities, includes; (1) Leading from Within ; (2) Assessing the School Context ; (3) Understanding Racial and Ethnic Conflict ; (4) Identifying Priority Needs--Individual and School-Wide ; (5) Envisioning Positive Interethnic Relations ; (6) Selecting Approaches ; (7) Implementing and Refining the Plan ; and (8) Documenting and Communicating Success in Interethnic Relations. Part 2, Cases in Interethnic Relations for School Leaders, includes (9) The Ripple Effect of Conflict ; (10) The Power of the School Secretary ; (11) Challenging Attitudes ; (12) What's Data Got to Do With It? ; (13) Dilemmas of Pluralism and Unity ; and (14) Maintaining Confidentiality. The methodology, resources for schools, and alignment with standards for school leadership are appended.
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Curricular Approaches To Developing Positive Interethnic Relations.
The Journal of Negro Education, 1999Co-Authors: Rosemary C. HenzeAbstract:This article examines whether and in what ways curricular approaches can be helpful in building positive Interethnic Relations in a large, ethnically diverse high school. Through this case study of curricular reform, the author documents four curricular approaches teacher leaders used to explicitly address issues of race and ethnicity and explores the impact of these approaches on student learning. By tracing the process of curricular change, the case illuminates how teacher leaders and administrators created the conditions for these curricular reforms to be sustainable. I think people forget that kids, even at this level-even though we don't consider ourselves kids, but really we are-just like kids tease each other in elementary school, why's he wearing that or he looks funny, it's the same thing in high school. It really is. I think because people don't know, they don't understand, they just act out in that way without knowing the consequences, the reasons, the justifications, or anything. So considering the fact that we don't learn very much [about race Relations], race Relations are pretty good, considering. But things would be a lot better if we had more education. (An African American high school student) The young woman who made this comment points to the need, even in schools that have purportedly good Relations among different ethnic groups, for more focused attention to race and ethnicity in the regular educational program. This school, normally considered peaceful, had recently experienced an incident in which an immigrant student from India was beaten after getting off the school bus by several African American and Pacific Islander American students. The beating occurred in full view of the bus driver, who did not stop or intervene. The student quoted above was surprised by the incident and deemed it tragic because "that's the only type of experience [the beaten student is] going to take with him." As a result of this negative impression, she claimed, "that's what he's going to think all African Americans are like. He's not going to see the good aspects, the people who do know, or the [Black] people who do understand." Like many of her peers, she wished more time could be devoted in the high school curriculum to addressing such issues. In this article, I examine whether and in what ways curricular approaches can be helpful in building positive Interethnic Relations in a large, ethnically diverse high school. I begin by looking at what other researchers and theorists have said about the curricular reforms associated with multicultural education and about improving Interethnic Relations. I then provide some contextual information about Ohlone High School,1 the research site that informs this article, and describe four curricular approaches to Interethnic Relations used in this school. My goals in this article are (a) to examine what these approaches offer students in terms of providing an enriched learning experience that prepares them for participation in a more democratic, respectful society; and (b) to better understand how teacher leaders and administrators can create the conditions that allow such curricular reforms to be sustainable. MULTICULTURAL EDUCATION: AN OVERVIEW OF THEORY AND RESEARCH A substantial body of research and theory has examined how schools can better meet the needs of students with diverse backgrounds. In practice, however, the notion of meeting the needs of increasingly diverse student populations is often oversimplified, as if everyone agreed on their nature and extent. Depending on how educators define these needs, different claims can be made about the strategies or approaches required to meet them. Most educators agree, at least in theory, that one need is for all students to have access to academic success. The literature on how schools can meet this need, especially for students who traditionally have been underserved, is replete with recommendations. …
Ernest Walker - One of the best experts on this subject based on the ideXlab platform.
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Leading for Diversity: How School Leaders Promote Positive Interethnic Relations
2002Co-Authors: Rosemary C. Henze, Anne Katz, Edmundo Norte, Susan E Sather, Ernest WalkerAbstract:This book provides models of leadership that are effective in developing schools where positive Interethnic Relations can flourish. Vignettes and case studies allow readers to assess and develop their leadership skills in Interethnic Relations by recognizing and developing their strengths, assessing how organizational structures support or constrain positive Relations, understanding the nature of ethnic tension in the school, identifying the school's priority needs, developing a core vision of Interethnic Relations, creating and implementing a plan for promoting positive Relations, and documenting the effectiveness of the plan. Part 1, A Framework for Developing Positive Interethnic Communities, includes; (1) Leading from Within ; (2) Assessing the School Context ; (3) Understanding Racial and Ethnic Conflict ; (4) Identifying Priority Needs--Individual and School-Wide ; (5) Envisioning Positive Interethnic Relations ; (6) Selecting Approaches ; (7) Implementing and Refining the Plan ; and (8) Documenting and Communicating Success in Interethnic Relations. Part 2, Cases in Interethnic Relations for School Leaders, includes (9) The Ripple Effect of Conflict ; (10) The Power of the School Secretary ; (11) Challenging Attitudes ; (12) What's Data Got to Do With It? ; (13) Dilemmas of Pluralism and Unity ; and (14) Maintaining Confidentiality. The methodology, resources for schools, and alignment with standards for school leadership are appended.
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Leading for Diversity: How School Leaders Promote Positive Interethnic Relations - eScholarship
2001Co-Authors: Rosemary C. Henze, Anne Katz, Edmundo Norte, Susan E Sather, Ernest WalkerAbstract:This book provides models of leadership that are effective in developing schools where positive Interethnic Relations can flourish. Vignettes and case studies allow readers to assess and develop their leadership skills in Interethnic Relations by recognizing and developing their strengths, assessing how organizational structures support or constrain positive Relations, understanding the nature of ethnic tension in the school, identifying the school's priority needs, developing a core vision of Interethnic Relations, creating and implementing a plan for promoting positive Relations, and documenting the effectiveness of the plan. Part 1, A Framework for Developing Positive Interethnic Communities, includes; (1) Leading from Within ; (2) Assessing the School Context ; (3) Understanding Racial and Ethnic Conflict ; (4) Identifying Priority Needs--Individual and School-Wide ; (5) Envisioning Positive Interethnic Relations ; (6) Selecting Approaches ; (7) Implementing and Refining the Plan ; and (8) Documenting and Communicating Success in Interethnic Relations. Part 2, Cases in Interethnic Relations for School Leaders, includes (9) The Ripple Effect of Conflict ; (10) The Power of the School Secretary ; (11) Challenging Attitudes ; (12) What's Data Got to Do With It? ; (13) Dilemmas of Pluralism and Unity ; and (14) Maintaining Confidentiality. The methodology, resources for schools, and alignment with standards for school leadership are appended.
