Ausländerfeindlichkeit unter ostdeutschen Jugendlichen

Landua, Detlef; Sturzbecher, Dietmar; Welskopf, Rudolf

doi:10.1007/978-3-322-94985-1_5

Cited by 4 publications

(1 citation statement)

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“…Several socialization agents are assumed to contribute to the formation of political attitudes. Findings of previous research suggest that proximal socialization contexts such as parents (Gniewosz & Noack, submitted for publication;Jennings, 2002;Ter Bogt, Meeus, Raaijmakers, & Vollebergh, 2001;Vollebergh, Iedema, & Raaijmakers, 2001;Westholm, 1999), school (Aboud & Fenwick, 1999;Dudley & Gitelson, 2002;Lopez, 2004;Lopez, Gurin, & Nagda, 1998), and peers (Landua, Sturzbecher, & Welskopf, 2001;Oswald & Schmid, 1998;Oswald & Stuendel, 1990;Silbiger, 1977;Smith & Roberts, 1995) as well as more distal contexts such as the society (Heitmeyer, 1992) contribute to attitudinal development. The extent to which we have more detailed knowledge on the processes of influence varies across the respective contexts.…”

Section: Article In Pressmentioning

confidence: 99%

Classroom climate indicators and attitudes towards foreigners

Gniewosz

Noack

2008

Journal of Adolescence

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The school has been described as an important socialization agent in the process of political development. But the mechanism concerning how school contributes to political development has rarely been investigated. In this study we focus on contextual variables, i.e., classroom climate indicators that are seen as important aspects of the context in which adolescent development takes place. The study was based on the total of 1312 German students. In multilevel analyses, we regressed students’ reports on intolerant attitudes towards foreigners on background characteristics as well as on the perceived classroom climate. Fairness in the classroom as perceived by the individual student was found to be negatively related to intolerance and achievement pressure was positively related. Students attending the high college‐bound track reported less antiforeigner attitudes as did students where parents had a more sophisticated educational background. The results are discussed proposing schools to provide an open climate as a contextual framework for the development of tolerant attitudes among adolescents.

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Section: Article In Pressmentioning

confidence: 99%

Classroom climate indicators and attitudes towards foreigners

Gniewosz

Noack

2008

Journal of Adolescence

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Ausländerfeindlichkeit bei Jugendlichen in Deutschland

Bisson¹,

Landua²

2003

Vereintes Deutschland — Geteilte Jugend

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Intergenerationale Transmissions- und Projektionsprozesse intoleranter Einstellungen zu Ausländern in der Familie

Gniewosz

Noack

2006

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Zusammenfassung. Die vorliegende Arbeit befasst sich mit Zusammenhängen zwischen Einstellungen gegenüber Ausländern von Jugendlichen und wahrgenommenen sowie tatsächlichen Positionen der Eltern zu diesen Fragen. Fragebogenauskünfte von 1312 Thüringer Sechst-, Acht- und Zehntklässlern sowie von 772 Müttern und 648 Vätern bilden die Basis von SEM-Analysen, die die Transmissions- und Projektionsprozesse untersuchten. Die Ergebnisse legen eine komplette Mediation der elterlichen Einstellungen über deren Wahrnehmung auf die Haltungen der Jugendlichen nahe. Gleichzeitig spielen projektive Prozesse eine wichtige Rolle für die subjektive Repräsentation der elterlichen Einstellungen. Projektionen verlieren mit steigender Klassenstufe an Bedeutung, während die Wahrnehmung der tatsächlichen Einstellungen der Eltern akkurater wird.

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Ausländerfeindlichkeit unter ostdeutschen Jugendlichen

Cited by 4 publications

References 0 publications

Classroom climate indicators and attitudes towards foreigners

Classroom climate indicators and attitudes towards foreigners

Ausländerfeindlichkeit bei Jugendlichen in Deutschland

Intergenerationale Transmissions- und Projektionsprozesse intoleranter Einstellungen zu Ausländern in der Familie

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