Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School

Kansok-Dusche, Julia; Wettstein, Alexander; Castellanos, Melisa; Schwab, Céline; Subramaniam, Abimanju; Wachs, Sebastian; Bilz, Ludwig

doi:10.1080/15564886.2023.2189191

Cited by 3 publications

(6 citation statements)

References 86 publications

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“…the confidence to be able to defend and fight for their own beliefs. With these findings, we could extend previous hate speech research stating a negative association between social-emotional skills and hate speech perpetration (Kansok-Dusche et al, 2023; and research that found a positive association between empathy and counterspeech (Wachs, Castellanos, et al, 2023;Wachs, Krause, et al, 2023). Our findings also align with related research on similar associations in bullying (Jenkins & Nickerson, 2019;Jenkins & Tennant, 2022;Jenkins et al, 2016;Perren et al, 2012).…”

Section: Journal Of Adolescencesupporting

confidence: 90%

“…However, research among adolescents found that social-emotional skills (e.g., empathy and moral engagement) were negatively related to hate speech perpetration . Another study showed that perspective-taking and openness to diversity were negatively associated with offline hate speech perpetration in schools (Kansok-Dusche et al, 2023). More recently, research showed that adolescents who feel empathy for victims of hate speech were more likely to engage in counterspeech than adolescents with low levels of empathy (Wachs, Castellanos, et al, 2023;Wachs, Krause, et al, 2023).…”

Section: Classroom Climate and Social Skills As Developmental Assets ...mentioning

confidence: 99%

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The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective

Wachs

Valido

Espelage

et al. 2023

Journal of Adolescence

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Introduction Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods The sample included 3225 students in grades 7–9 (51.7% self‐identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self‐report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective‐taking, prosocial behavior, assertiveness), and counterspeech. Results The results of the 2‐(1‐1‐1)‐1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion The findings highlight that successful anti‐hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination‐free classroom environment where hate speech is not tolerated.

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Section: Journal Of Adolescencesupporting

confidence: 90%

Section: Classroom Climate and Social Skills As Developmental Assets ...mentioning

confidence: 99%

The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective

Wachs

Valido

Espelage

et al. 2023

Journal of Adolescence

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“…Although previous studies support that men score higher than women on social dominance orientation in adulthood (Sidanius et al, 2017;Zubielevitch et al, 2023), this gender difference is not present in childhood and adolescence (Pan et al, 2020;Volk et al, 2021). Furthermore, girls show higher levels of empathy, especially on its affective component (Farrell & Vaillancourt, 2021;Garandeau et al, 2022), lower levels of moral disengagement (Falla et al, 2021), and less frequency of online (Wachs et al, 2021) and offline hate speech perpetration (Castellanos et al, 2023;Kansok-Dusche et al, 2023). Regarding the association among these characteristics, studies show that boys exhibit stronger associations between social dominance orientation and physical aggression (Gumpel & Gotdiner, 2023), moral disengagement (Gumpel & Gotdiner, 2023), and bullying (Pan et al, 2020).…”

Section: Gender Differencesmentioning

confidence: 87%

Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Castellanos

Wettstein

Wachs

et al. 2023

Aggressive Behavior

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Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio‐cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.

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“…Hate speech encompasses various means of communication, such as spoken or written language, graffiti, online commentary, and visual imagery, that intentionally endorses, rationalizes, or spreads animosity and bias against specific social groups and minorities, including LGBTQI+ individuals and people of color, across both digital and physical spaces (Kansok-Dusche et al, 2023). Current research indicates that being a bystander is the most frequent form of involvement in hate speech.…”

Section: Bystander Responses To Hate Speechmentioning

confidence: 99%

“…Additionally, other research demonstrated that youth's acceptance of diversity was positively associated with their active defending in bullying and negatively related to seeking support from adults, and there was no significant relationship between acceptance of diversity and avoidant bystander responses (Konishi et al, 2021). More recently, a study on hate speech showed that openness to diversity was negatively correlated with hate speech perpetration in schools (Kansok-Dusche et al, 2023). Considering this previous research, one can assume that students with higher levels of openness to diversity are less likely to ignore hate speech or join it and more likely to engage against it when witnessing it.…”

Section: Intrapersonal Levelmentioning

confidence: 99%

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

Wachs,

Wettstein,

Bilz

et al. 2024

J. Youth Adolescence

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Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.

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Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School

Cited by 3 publications

References 86 publications

The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective

The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective

Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

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