Hate Speech. Aggressionstheoretische und sozialpsychologische Erklärungsansätze

Wettstein, Alexander

doi:10.1007/978-3-658-31793-5_10

Cited by 4 publications

(9 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, witnessing hate speech is associated with desensitization, increased prejudice (Soral et al, 2018), and avoidance of inter-group contact (Cervone et al, 2021). Finally, hate speech prompts hostility in the whole group, fuels mistrust, and promotes social disintegration (Wettstein, 2021).…”

Section: A Theoretical Framework For the Study Of Hate Speech In Scho...mentioning

confidence: 99%

“…Second, adolescence is a critical period for developing social identity, a part of self-concept that originates from the knowledge of beginning one or many social groups and the emotional value attributed to that membership (Tajfel, 1982). It is related to in-group membership and derives from interacting with out-groups and establishing comparisons with them (Wettstein, 2021). This comparison reinforces differentiation and identification with the in-group.…”

Section: A Theoretical Framework For the Study Of Hate Speech In Scho...mentioning

confidence: 99%

“…It is plausible to think that being victimized themselves might lead students with a migration background to react aggressively against other groups. As their identity is threatened, victimized students can use hate speech to strengthen their identity by devaluating other groups (Ballaschk et al, 2021;Wettstein, 2021;Wachs et al, 2022d). Further research about victim perpetrators with a focus on migration background needs to be conducted to test this proposition.…”

Section: Differences By Migration Backgroundmentioning

confidence: 99%

“…Hate speech includes direct or vicarious intentional derogatory expressions about people (e.g., images, words, and posts on social media) based on assigned group characteristics, such as ethnicity, nationality, gender, sexual orientation, disability, or religion, among others (Kansok-Dusche et al, 2022). Hate speech is perpetrated to hurt victims and has negative consequences at individual, communal, and societal levels (Wettstein, 2021;Kansok-Dusche et al, 2022;Wachs et al, 2022c). Hate speech endangers victims, perpetrators, and those who witness it and threatens social cohesion (Wettstein, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Hate speech is perpetrated to hurt victims and has negative consequences at individual, communal, and societal levels (Wettstein, 2021;Kansok-Dusche et al, 2022;Wachs et al, 2022c). Hate speech endangers victims, perpetrators, and those who witness it and threatens social cohesion (Wettstein, 2021). While hate speech among adolescents has been studied almost exclusively in media and online contexts (Räsänen et al, 2016;Blaya et al, 2020;Wachs et al, 2021a;Kansok-Dusche et al, 2022), we know little about hate speech in offline settings such as schools (Wachs et al, 2021b), and the way it relates and differentiates from online hate speech.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Hate speech in adolescents: A binational study on prevalence and demographic differences

et al. 2023

Self Cite

View full text Add to dashboard Cite

Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7–9th graders (51% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67% of the students witnessed hate speech in their school, and 65% witnessed online hate speech at least once in the past 12 months. Approximately 21% of the students self-identified as offline perpetrators and 33% as offline victims, whereas these percentages were lower for online hate speech (13 and 20%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50% offline and 63% online). Offline hate speech mainly came from classmates (88%), unknown sources (e.g., graffiti; 19%), or teachers (12%), whereas online hate speech mostly came from unknown persons (77%). The most frequent forms of offline hate speech were offensive jokes (94%) and the spread of lies and rumors about the members of a specific social group (84%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.

show abstract

Section: A Theoretical Framework For the Study Of Hate Speech In Scho...mentioning

confidence: 99%

Section: A Theoretical Framework For the Study Of Hate Speech In Scho...mentioning

confidence: 99%

Section: Differences By Migration Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Hate speech in adolescents: A binational study on prevalence and demographic differences

et al. 2023

Self Cite

View full text Add to dashboard Cite

show abstract

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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme

et al. 2022

View full text Add to dashboard Cite

ZusammenfassungDer vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.

show abstract

Hate Speech. Aggressionstheoretische und sozialpsychologische Erklärungsansätze

Cited by 4 publications

References 40 publications

Hate speech in adolescents: A binational study on prevalence and demographic differences

Hate speech in adolescents: A binational study on prevalence and demographic differences

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

Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme

Contact Info

Product

Resources

About