Ethnic minority labeling, multiculturalism, and the attitude of majority group members

The aim of this study was to examine the effects of single (e.g., “Turks”) and dual ethnic minority labels (“Turkish Dutch”) on the attitude of (Dutch) majority group members. Following the dual identity version of the common in-group identity model, it was predicted that attitudes will be more positive toward minority groups that are described with dual labels compared with single labels. In addition, it was expected that the effect of labeling on out-group attitudes will be stronger for participants who endorse multiculturalism. The findings are in agreement with these different predictions, but alternative interpretations are discussed. The results show the importance of labeling in interethnic relations.

Intergroup evaluations, group indispensability and prototypical judgments:a study in Mauritius

This paper focuses on the superordinate (national)-subgroup (ethnic) association in relation to group identifications, relative ingroup indispensability, relative ingroup prototypicality and their effects on outgroup and ingroup evaluations. Survey data were collected from a large sample of Mauritian adolescents (N = 1,784) from three ethnic groups (Hindus, Muslims, Creoles). National and dual identifiers were more positive towards the outgroups than ethnic identifiers. Furthermore, relative ingroup prototypicality and relative ingroup indispensability were empirically distinguishable constructs. The Creoles, who are of lower status, had higher scores on both these measures. Also it turned out that relative ingroup indispensability and relative ingroup prototypicality were independently associated to respectively more negative outgroup evaluation and more positive ingroup evaluation. The findings give a differentiated view of the idea that a complex representation of the superordinate category fosters outgroup acceptance

Prejudice, Ethnic Identity, Contact and Ethnic Group Preferences Among Dutch Young Adolescents

Social identity theory, the contact hypothesis, and prejudice research are three important perspectives for studying ingroup information and preferences in the context of ethnic groups. This paper studies the utility of the three perspectives in a particular interethnic group context among 160 Dutch subjects between 12 and 15 years of age. The results show that the evaluation of ethnic identity and rate of cross‐ethnic contact are strongly correlated with ingroup formation and preference. Prejudicial attitudes seem to be dependent on contact and especially on the evaluation of ethnic identity. Prejudice seems to be a function of positive identification with the Dutch as a group. Applied implications for ethnic‐group relations are discussed. Copyrigh

The well-being of only children

ABSTRACT Being an only child is generally considered to be a disadvantage. Absence of siblings is thought to involve the deprivation of critical learning experiences, while the exclusive attention of parents is said to result in overindulgence and overprotection. According to such beliefs, only children develop into selfish, maladjusted and unhappy adults. Various empirical studies have contradicted these beliefs, at least where American adults are concerned. The present study considers adolescent singletons in the Netherlands. It examines the related claims that only children have a less happy youth because they are pressed into adult thinking and behavior too early and that they stand out as "little eggheads"--good at school, but not very sportsmanlike, and unpopular among their peers. Data were gathered by means of questionnaires administered to 2,511 secondary schoolchildren. The only children in this sample neither appeared to be less happy nor was their global self-esteem any lower. The "little egghead" hypothesis was only partly confirmed. Only children feel themselves to be less proficient in sports. However, they do not consider themselves better in school or less popular among peer

A further examination of the big-fish-little-pond effect:perceived position in class, class size, and gender comparisons

Among early adolescents (10–12 years) in the Netherlands, this study examined the academic self-concept in terms of the big-fish–little-pond effect (BFLPE). The BFLPE implies that students in classes where the average achievement is low will have a higher academic self-concept than equally achieving students in classes where the average achievement is high. The social comparison process assumed to underlie this effect was examined by focusing on classmates’ average achievement and the perceived relative achievement position in the school class. It was found that the perceived class position mediated the relationship between classmates’ achievement and the academic self-concept. In addition, the effect of classmates’ achievement on perceived relative academic position was stronger in smaller compared to larger classes. Furthermore, it was investigated whether classmates’ gender was differently important for social comparison processes in the academic domain. It turned out that students’ academic self-concept was affected by the achievements of same-gender classmates. Achievements of opposite-gender classmates only had an effect on the academic self-concept when the number of these classmates was small. The findings of this study support the theoretical principles underlying the big-fish–little-pond effect and are relevant for debates about class sizes and the utility of academic selective schooling

The evaluation of perpetrators and victims of peer victimization:an extended crossed-categorization approach

This research uses a crossed-categorization design for examining the perception of peer victimization. Using vignettes and an experimental design, perpetrator and victim evaluations of Dutch and Turkish-Dutch early adolescents were examined in terms of ethnic and gender similarities between (1) respondent and perpetrator, (2) respondent and victim, and (3) perpetrator and victim. When the perpetrator was a double-ingroup member of the respondent (same ethnicity and same gender), perpetrators were evaluated less negatively and victims less positively than when the perpetrator was a single (gender or ethnicity) or doubleoutgroup member. Further, when the victim was a double-ingroup member of the respondent, perpetrators were evaluated more negatively and victims more positively. No perpetrator–victim crossed-categorization effects were found for perpetrator and victim evaluations. Perceived norms of intervention in the classroom had the expected main effects but did not moderate the crossed-categorization effects. The usefulness of a crossed-categorization approach for examining the perception of negative peer behavior is discussed

Організація взаємодії слідчих та оперативних служб ОВС при розкритті й розслідуванні злочинів, пов’язаних із викраденням людей

Досліджується проблема організації взаємодії слідчих та оперативних служб при розкритті та розслідуванні злочинів, пов’язаних з викраденням людей.Исследуется проблема организации взаимодействия следователей и оперативных служб при раскрытии и расследовании преступлений, связанных с похищением людей.The problem of the organization of interoperability of inspectors and operative services at disclosing and investigation of the crimes connected with kidnapping