Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers

The present studies examined the conditions under which low subjective socioeconomic status (SES) is associated with greater racial/ethnic prejudice among White Americans. Based on theories of intergroup threat and inclusive victim consciousness, we predicted that describing racial/ethnic minorities as disadvantaged (versus as competitive or in neutral terms) would increase empathy and reduce prejudice among White Americans who consider themselves low in SES. Study 1 provided correlational evidence that White Americans who perceived themselves as low-SES (but not high-SES) were less prejudiced against racial/ethnic minorities the more they perceived minorities as disadvantaged. In Study 2, portraying the target outgroup (Arab immigrants) as disadvantaged increased outgroup empathy, and in turn reduced prejudice, among participants induced to think of themselves as low-SES. Study 3 conceptually replicated these results using a different outgroup (Mexican Americans) and a behavioral measure of prejudice. Implications for reducing prejudice among White Americans of different socioeconomic backgrounds are discussed.

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Learning of Biographical Writing for Coping with Ethnic Prejudice in a Culturally Diverse Society

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.511 ◽

2022 ◽

Vol 11 (1) ◽

pp. 511-522

Author(s):

Muhammad Thoyibi ◽

Dwi Haryanti ◽

Yeny Prastiwi

Keyword(s):

Research And Development ◽

Ethnic Differences ◽

Culturally Diverse ◽

Junior High Schools ◽

Average Score ◽

Ethnic Prejudice ◽

Positive Attitudes ◽

Diverse Society ◽

Development Approach ◽

Religious Differences

<p style="text-align: justify;">The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.</p>

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