General and Applied Tolerance: Does Education Increase Commitment to Racial Integration?

Jackman, Mary R.

doi:10.2307/2110618

Cited by 249 publications

(114 citation statements)

References 12 publications

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“…There is, however, some evidence which suggests that the effects of ideology do not extend to the types of attitudes that define "symbolic racism" (Sniderman, Piazza, Tetlock, and Kendrick 1991). A number of studies have also discussed the importance of education (Jackman 1978 Bobo (1985) provide a word of caution concerning the impact of education, however, noting that these effects are more important in defining attitudes toward broad principles such as racial equality, than to issues of implementation such as support for school busing. Historically, regional differences have also defined racial attitudes, with people living in the South tending to hold less favorable views toward minorities and racial issues (Black and Black 1987).…”

Section: A Social Construction Approachmentioning

confidence: 99%

Social Construction and White Attitudes toward Equal Opportunity and Multiculturalism

Link¹,

Oldendick²

1996

The Journal of Politics

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Section: A Social Construction Approachmentioning

confidence: 99%

Social Construction and White Attitudes toward Equal Opportunity and Multiculturalism

Link¹,

Oldendick²

1996

The Journal of Politics

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“…Research on ethnic attitudes generally indicates a negative correlation between participants' level of formal education and their prejudice against ethnic minorities [6][7][8]. For example, in a study conducted by Wagner and Zick [8], the more highly educated respondents showed a lower rejection of the relevant minorities than did the less educated respondents.…”

Section: Formal Education and Attitudes Towards Cultural Diversitymentioning

confidence: 99%

“…A study on the relationship between level of formal education and stronger commitment to the democratic norm of tolerance was conducted by Jackman [7]. Her research findings indicated that: a) the well educated seemed to be more inclined to support relatively abstract and general principles of racial integration; b) no clear difference was found between the well educated and those with less education when support for government action to promote integration was considered.…”

Section: Formal Education and Attitudes Towards Cultural Diversitymentioning

confidence: 99%

Youths, Cultural Diversity, and Complex Thinking^

Cangià

Pagani

2014

TOPSYJ

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Most people support the idea that we live in a complex society and that complex evaluations and strategies are needed in order to effectively address most societal problems. However, little attention is generally paid to the degree of presence of complex thinking in youths' attitudes towards the most significant issues that characterize contemporary human societies. This paper presents a preliminary analysis of the relationship between youths' "complex thinking" and their evaluations of and attitudes towards one of these issues, namely cultural diversity. It examines some excerpts from anonymous open-ended essays on "multiculturalism" in Italy, recently written by pupils aged 14-18. The paper indicates that youths' low levels of complex thinking are often expressed through a prejudiced and basically negative representation of a multicultural society, and through a scarce awareness and a simplistic description of their personal and others' emotions related to this representation. It also indicates that high levels of complex thinking usually characterize youths' positive relationship with and thoughtful understanding of cultural diversity. The paper underlines the importance of fostering the development of high levels of complex thinking at the educational level, so as to strengthen youths' capability of building a more autonomous and complex outlook on their relationship with cultural diversity, and with diversity in general.

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“…Another study showed how respondents had exaggerated the amount of time they reported spending on reading, because people who read are highly evaluated in Soviet society (Shlapentokh, 1980, pp. 82-105 Jackman's (1978) research on racial intolerance. While the more highly-educated in Jackman's study were more likely to advance ideas of racial equality than those with less education, the two groups differed very little in their behavior related to racial equality.…”

Section: Work Content As a Key Variablementioning

confidence: 99%

Evolution in the Soviet Sociology of Work: From Ideology to Pragmatism

Shlapentokh¹

1985

cbp

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This paper will examine the history of developments in the Soviet sociology of work, focusing particularly on research on attitudes toward work. The principal object of analysis will be the developments in empirical sociological research in the USSR since 1953, with an effort to explain the origins of the concepts recently circulating in soviet literature on work. It is also important to include a brief discussion of the views of worker attitudes dominant during the stalin era, for these have had a strong impact on the subsequent work of soviet sociologists. An examination of the stakhanovite movement of the 1930s will be used to describe these attitudes.

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General and Applied Tolerance: Does Education Increase Commitment to Racial Integration?

Cited by 249 publications

References 12 publications

Social Construction and White Attitudes toward Equal Opportunity and Multiculturalism

Social Construction and White Attitudes toward Equal Opportunity and Multiculturalism

Youths, Cultural Diversity, and Complex Thinking^

Evolution in the Soviet Sociology of Work: From Ideology to Pragmatism

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