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

<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>

Social Exclusion and Ethnic Segregation in Schools: The Role of Teacher's Ethnic Prejudice

Using data on primary school children and their teachers, we show that teachers who hold prejudicial attitudes towards an ethnic group create socially and spatially segregated classrooms. Leveraging a natural experiment where newly arrived refugee children are randomly assigned to teachers within schools, we find that teachers’ ethnic prejudice, measured by an implicit association test, significantly lowers the prevalence of inter-ethnic social links, increases homophilic ties among host children, and puts refugee children at a higher risk of peer violence. Our results highlight the role of teachers in achieving integrated schools in a world of increasing ethnic diversity.

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

The identification of factors associated with ethnic bullying within multiethnic schools is a timely social issue. Up to now, ethnic prejudice has been found to facilitate aggression triggered by schoolmates’ cultural background. Yet, there is still a dearth of research about the mechanisms underlying this relation among children. In order to fill this gap, by adopting a social-cognitive developmental perspective on prejudice and morality, this paper investigated the mediating role of moral disengagement in the association between ethnic prejudice and ethnic bullying, as well as the moderating role of closeness with the teacher. A mediation model and a moderated mediation model were applied to data collected from 552 primary school children aged 8–10years. Ethnic prejudice, ethnic bullying, and moral disengagement were assessed through self-reported questionnaires, whereas a questionnaire was administered to teachers to assess the level of closeness with their pupils. Results indicated that ethnic prejudice was directly and positively related to ethnic bullying and that moral disengagement partially mediated this association. This indirect link was particularly strong for children with low levels of closeness with their teachers, whereas it resulted not significant for pupils with high levels of closeness, suggesting that closeness with the teacher might restrain morally disengaged children from enacting ethnic bullying. Implications for research and practice aimed at reducing prejudice and moral disengagement, as well as at promoting positive relationships among children and between pupils and teachers, are discussed.

Hierarchy, Resentment, and Pride: Politics of Identity and Belonging among Mosuo, Yi, and Han in Southwest China

How do non-Han populations in China navigate the paradoxical expectations to become “proper” Chinese citizens, like the majority Han, while retaining pride in cultural practices and traditions that mark their differences? This article examines how Mosuo (otherwise known as Na) people in Southwest China have constructed the moral legitimacy of their ethnic traditions and identity through redirecting the Orientalizing gaze toward their Yi neighbors, another ethnic minority in the region. This argument, which displaces the analytical focus from the majority Han and the political state in analyses of the maintenance of ethnic boundaries, delineates how prejudice against a third-party ethnic other can serve as an important pathway for establishing cultural citizenship in the People’s Republic of China. The article ends with a discussion of the methodological significance of this lens for understanding interethnic relationships, while recognizing the challenges of examining ethnic prejudice as a site for negotiating identity and citizenship.

Shared Disadvantage as a Determinant of the Relationship Between White Americans’ Socioeconomic Status and Racial/Ethnic Prejudice

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.

Prejudice in disguise: Which features determine the subtlety of ethnically prejudicial statements?

In current immigration debates ethnic prejudice is often expressed in a subtle manner, which conceals its xenophobic content. However, previous research has only insufficiently examined the specific features that make certain ethnically prejudicial statements subtler, i.e., less readily identifiable as xenophobic, than others. The current study employs an experimental factorial survey design and assesses the subtlety of systematically manipulated prejudicial statements. Our data from a German random population sample (N = 895) indicate that the subtlety of ethnically prejudicial statements is manipulable along the dimensions of topic, linguistic (essentialist) phrasing, and target group: Prejudicial statements that refer to culture, that are phrased weakly essentialistically, and that target Muslims were subtlest, in being evaluated as least xenophobic by the respondents. Moreover, with an increasing internal and a decreasing external motivation to respond without prejudice, individuals reacted more strongly to the variation of the statements’ topic and linguistic phrasing and were thus more sensitive to features determining subtler and more blatant ways of ethnic prejudice expression. These findings contribute to a better understanding of current migration discourses, in demonstrating that the specific manner in which ethnic prejudice is communicated can camouflage the xenophobic nature of a statement, so that it is less readily recognized as prejudicial.