Previous research largely supports the notion that mediated contact and engagement with minority characters can improve viewers’ real-life minority attitudes. However, it is unclear to what extent different forms of media engagement such as parasocial friendship and wishful identification are linked to attitudes, and whether deep-level similarities affect engagement with minority characters. Deep-level similarities refer to viewers’ perception of shared personality traits, attitudes, and social experiences with characters. In a cross-sectional survey, we examine (1) to what extent parasocial friendship and wishful identification with an LGBTQ character are each associated with viewers’ prejudicial attitudes toward the LGBTQ community, and (2) to what extent perceived deep-level similarities of an LGBTQ character are related to viewers’ parasocial friendship and wishful identification felt for the LGBTQ character. Based on a structural equation model using a sample of U.S. residents (n = 247), it may be concluded that the deep-level similarities of LGBTQ characters have both direct and indirect associations with LGTBQ prejudice, mediated by wishful identification.
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The corporate goal of striving for stockholder value meets considerable resistance due to various misunderstandings and prejudices. The goal of this contribution is to clear up some of those misperceptions.
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In recent years, the fight against terrorism and political violence has focused more on anticipating the threats that they pose. Therefore, early detection of ideas by local professionals has become an important part of the preventive approach in countering radicalization. Frontline workers who operate in the arteries of society are encouraged to identify processes toward violent behavior at an early stage. To date, however, little is known about how these professionals take on this screening task at their own discretion. Research from the Netherlands suggests that subjective assessment appears to exist. In this article, we argue that the absence of a clear norm for preliminary judgments affects prejudice or administrative arbitrariness, which may cause side effects due to unjustified profiling.
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In the social sciences, especially in social psychology and sociology, fear of the unknown and the tendency to favour the group one belongs to are recognised phenomena. This chapter will look at elements of these scientific theories and establish a link between these elements and the initial findings of a study of Syrian refugees on the Dutch labour market. First, this study is described, after which a glimpse into the world of social psychology is provided. This chapter concludes by taking a wide perspective on Dutch society and by discussing some lessons that can be learned for a diverse future. Research and education can support society in highlighting the importance of diversity and in training people to recognise the added value of diversity. Everyone will need to put considerable effort into ensuring people are judged for their personal qualities. Lecturers and professionals will need to examine their own judgements and biases first, before they can help to shape the perceptions of students. Together with students, lecturers can promote the benefits of the contact hypothesis and the concept of interactional diversity.
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A discussion of the inherent biases in data that reproduce and arguably strengthen system prejudices
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Deze studie kent de volgende opbouw. Voordat er concrete stappen gezet kunnen worden om onderwijs meer inclusief te maken, is het van belang om te weten waarom juist deze stappen gezet dienen te worden. Daarom gaan wij in hoofdstuk 2 eerst in op inzichten die een licht werpen op mechanismen die ten grondslag liggen aan interacties tussen studenten en docenten. Wij proberen hiermee wellicht onbewuste, en daarmee nauwelijks zichtbare processen die zich afspelen tussen docenten en studenten, in de schijnwerpers te plaatsen. Deze mechanismen uiten zich in zowel docent- als studentgedrag, die onderling ook weer op elkaar inwerken. In hoofdstuk 3 kijken we naar in onderzoek genoemde handelingsperspectieven voor docenten om een inclusieve leeromgeving tot stand te brengen en te bevorderen. En ten slotte in hoofdstuk 4 zullen we de theoretische bevindingen in een samenvattend hoofdstuk proberen in te bedden in de dagelijkse onderwijspraktijk.
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This article explores the challenges local youth workers face at the intersection of providing social care and detecting violent extremism. Extremism and other radical ideologies are often assumed to be a harbinger of terrorism. Even though both are still a rare phenomenon among adolescents, European states have become highly concerned with being alert to early signs of radicalisation processes. As a result, youth workers as well as other local professionals have been confronted with the task of detecting these early signs. However, despite training and increased knowledge, the question remains whether youth workers are sufficiently equipped to assess potential risks in youth who show no concrete plans for criminal action. In these cases, prevention targets ideas rather than violent behaviour. This article details qualitative results of a case study among Dutch youth workers and suggests that no clear framework exists for detection of radicalisation processes into (violent) extremism. This has two main causes. Firstly, the concepts of radicalisation and (violent) extremism are in practice difficult to distinguish. Secondly, the youth worker's judgement often relies more on individual perceptions rather than evidence-based criteria to identify potential ‘risky’ persons. This situation may lead to undesired side effects such as executive arbitrariness, prejudice or stigmatisation.
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The current transnational climate (British Council, 2014) in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960's, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favorable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognize the need to reduce progression and attainment gaps. However, their focus tends to only consider the student “Black and Minority Ethnic attainment gap” with almost no attention being given to educators', or more specifically there is a distinctive lack of thought given to the female BME educators' progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female's BME educators' personal and professional experiences, and “gives voice to previously silenced and marginalized experiences” (Boylorn and Orbe, 2014, p. 15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.
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Introduction: Worldwide, there is an increase in the extent and severity of mental illness. Exacerbation of somatic complaints in this group of people can result in recurring ambulance and emergency department care. The care of patients with a mental dysregulation (ie, experiencing a mental health problem and disproportionate feelings like fear, anger, sadness or confusion, possibly with associated behaviours) can be complex and challenging in the emergency care context, possibly evoking a wide variety of feelings, ranging from worry or pity to annoyance and frustration in emergency care staff members. This in return may lead to stigma towards patients with a mental dysregulation seeking emergency care. Interventions have been developed impacting attitude and behaviour and minimising stigma held by healthcare professionals. However, these interventions are not explicitly aimed at the emergency care context nor do these represent perspectives of healthcare professionals working within this context. Therefore, the aim of the proposed review is to gain insight into interventions targeting healthcare professionals, which minimise stigma including beliefs, attitudes and behaviour towards patients with a mental dysregulation within the emergency care context. Methods and analysis: The protocol for a systematic integrative review is presented, using the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols recommendations. A systematic search was performed on 13 July 2023. Study selection and data extraction will be performed by two independent reviewers. In each step, an expert with lived experience will comment on process and results. Software applications RefWorks-ProQuest, Rayyan and ATLAS.ti will be used to enhance the quality of the review and transparency of process and results. Ethics and dissemination: No ethical approval or safety considerations are required for this review. The proposed review will be submitted to a relevant international journal. Results will be presented at relevant medical scientific conferences.
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