Los estereotipos étnicos en Ab urbe condita: un estado de la cuestión

This paper proposes a state of the matter on the scholarship about ethnic stereotypes in Ab urbe condita from the classic work by Walsh written in 1961 to nowadays. With this goal in mind, the paper is divided in five parts. The first part shows how the analyses of the subject matter became more complex as the ethnographic tradition with which Livy dealt, as well as the Roman identity and the notion itself of stereotype became an issue. In the second part, this article criticizes binary conceptions of otherness and suggests a wider gradation of it. The third part deals with some interesting observations made by Moore in 1989 that were later disregarded. In the fourth, it reviews Levene’s suggestion based on ethnic identity studies that we should look for a non-Romancentric view within Livy’s work. Finally, it studies the relevance of considering three kinds of contexts —the genre of the work, episodic and temporal frameworks— while analyzing the ethnic stereotypes in Ab urbe condita.

The relationship between the characteristics of Ethnic Identity and Psychosemantic Characteristics of Experiencing (‘Perezhivanie’) Interethnic Relations of Palestinian Muslims in the multinational Levant Region

This paper presents the results of analyzing the psychological patterns of the development of ethnic identity and interethnic relations in the multinational Levant Region, where interethnic confrontation between Palestinians and Israelis has been noted in recent years. The main aim of the research is to reveal the relationship between the characteristics of Ethnic Identity and the Experience (“perezhivanie”) of Interethnic Relations of Palestinian Muslims in the multicultural Levant Region. In the process of investigating into ethnic self-awareness the authors used the Leary Test, the Semantic Diff erential of “Perezhivanie” ‘Experiencing’ Questionnaire by L.R. Fakhrutdinova aimed at studying the psychosemantic characteristics of the “perezhivanie” ‘experiencing’. The research has displayed that Ethnic Identity is a self-developing phenomenon, basically infl uenced by both the infrastructural relations and positions of ethnic self-awareness, and the processes associated with the relations of ethnic self-awareness with the external environment, with other ethnic groups. The most active points of development have been identifi ed. So, in intrastructural relations, they are active as ratios of I-real and I-mirror with a stronger position of I-ideal, since practically all dimensions of I-real and I-ideal (dominance, egoism, suspicion, etc.) have shown signifi cant diff erences that testify to the points and directions of development of ethnic self-awareness; positions in the relationship between the real self and the mirror self also exerted an active infl uence. The points of confl ict of the structures of ethnic self-consciousness were found, where, when the points of development coincided, the direction of development was diff erent. Thus, suspicion, obedience, dependence, friendliness, integrative indicators of dominance and friendliness have shown themselves to be confl ict points refl ecting confl ict zones between the infl uence of an external ethnic group (mirror self) and self-development processes manifested through the ideal self. In the situation of relations with the external environment, the most active was shown by the self-mirror, which infl uences the development of the subjectivity of the ethnic group through the components of the experience of the Palestinian-Israeli crisis. The infl uence of the real self on the characteristics of the “perezhivanie” ‘experiencing’ of the PalestinianIsraeli crisis was also manifested, and therefore, through the components of the “perezhivanie” ‘experiencing’ of this impression on the development of the self-awareness of the ethnic group.

Contemporary Approaches to the Study of Ethnic Identity

Based on the analysis of contemporary theoretical and practical research in the fields of social philosophy, sociology and social psychology, the author considers trends related to the interpretation of the phenomenon of ethnic identity. A multiple interpretation of this phenomenon is described, which allows us to study its different forms and degrees of manifestation. Network social media, multi-ethnic urban environment and processes in non-systemic politics are considered as socio-cultural factors that influence the transformation of the phenomenon under consideration. It is concluded that the process of ethnic identification cannot be further unambiguously identified with a scale directed from the zero state (identity is not formed) to the positive pole (identity is formed and expressed). Instead of this onedimensional interpretation, a metaphor of space, which includes different forms and degrees of expression of ethnic identity, is proposed.

Forging Mixtec Identity in the Mexican Metropolis: Race, Indigenismo and Mixtec Migrant Associations in Mexico City, 1940−70

This article presents a social history of the Coalición de los Pueblos Mixtecos Oaxaqueños (Coalition of Mixtec Oaxacan Communities, CPMO), a grouping of mutual-aid associations formed by Indigenous migrants in Mexico City during the middle of the twentieth century. It draws on the coalition's archives to demonstrate how years of migration to Mexico City eroded traditional inter-village conflicts and created the conditions for a broader ethnic identity among Mixtec migrants in the capital. In addition, the coalition's collaboration with the federal government's Instituto Nacional Indigenista (National Indigenous Institute, INI) challenges common depictions of Indigeneity and modernisation as being inherently antagonistic with one another. The coalition's collaboration with the INI led its members to more consciously and visibly identify with their Indigenous roots; they had to become more Indigenous in order to become more modern.

Perceptions of Discrimination Predict Retention of College Students of Color: Connections with School Belonging and Ethnic Identity

This longitudinal study examines (a) whether perceptions of ethnic discrimination during the first weeks of college predicted later school belonging among first-year college students of color ( N = 638) attending a predominantly White institution (PWI), (b) whether school belonging, in turn, predicted retention to the second year, and (c) whether ethnic identity centrality buffered the effects of discrimination on school belonging and academic retention. Participants completed measures of ethnic discrimination and identity near the beginning of the first semester and school belonging at the end of the semester. Academic data from the fall of the second year were obtained from school records. Tests of moderated mediation revealed that perceptions of discrimination at the beginning of college had an indirect effect on retention in the second year of college, as mediated by lowered school belonging, but only for students with low and moderate (but not high) ethnic identity centrality.

Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents’ mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents’ behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.

Education's economic return in multicultural Australia: Demographic analysis

This article focuses on the impact of education as the most important human capital endowment in the context of migration, religion, gender and ethnic identity from a demographic perspective. It presents research-based evidence to address such key research questions as whether and how significantly women's education provides equal benefit in the labour market for individuals, based on their migration status, religion, and ethnic identity. The field of this study is the multi-ethnic and multicultural context of Australia with a wide range of ethnic and religious groups of migrants from throughout the world. Preliminary results show that labour market achievement is positively and significantly associated with the educational attainment of individuals, irrespective of their migration status, religious affiliation and ethnicity. However, more comprehensive analysis from comparative perspectives reveals that the positive economic return of education is higher for natives (compared with migrants), for ethnic migrants from developed regions of origin (compared with those from less developed regions of origin) and for non-Muslims (compared with Muslims). The article provides two plausible explanations for these patterns. The first refers to the lack of recognition of overseas qualifications and to the devaluation of foreign education that particularly applies to ethnic migrants from less developed regions. The second relates to disadvantage through structural discrimination against migrants, particularly when their cultural and religious identity, such as Islamic names and dress codes, are distinctively displayed. In sum, this analysis presents further research-based evidence to go beyond the human capital theory in order to explain more appropriately the economic return of women's education in the context of religion and migration from a demographic perspective.