The purpose of this study was to examine the reciprocal longitudinal associations between different measures of direct and extended intergroup contact and various intergroup outcomes among majority ...and minority adolescents from four intergroup contexts in the Republic of Croatia. The research was carried out in two waves on a sample of 1,150 elementary and high school students, members of Croatian majority, and Serbian, Hungarian, Czech, and Italian minority. Cross-lagged path analysis revealed that direct contacts predict less social distance and more prosocial behavior, while extended contacts predict lower ingroup bias over time. However, we found even more effects in the reversed temporal direction. Lower initial bias and social distance, as well as greater prosocial behavior predicted more direct and extended contacts over time. Furthermore, none of the examined longitudinal associations differed between majority and minority members or across the four intergroup contexts.
Social norms in general have an important role in the regulation of intergroup relations. However, the effects of one specific type of social norms-in-group norms about intergroup contact-have not ...yet been extensively studied, especially among groups of different status or in different intergroup contexts. The purpose of this research was to examine the effects of three types of contact norms (peer, parental and school) on four intergroup outcomes (in-group bias, social distance, tendency to discriminate, prosocial behaviour towards the outgroup) among ethnic majority and minority adolescents from four different intergroup contexts of the Republic of Croatia, as well as to test for moderating effects of age, social status and intergroup context in the strength of these effects. The research was carried out on a sample of 1440 elementary and high school students, members of Croatian majority, and Serbian, Hungarian, Czech, and Italian minority. The results indicated that although all three types of norms predict most of the intergroup outcomes, their relative importance depends on the specific type of intergroup outcome (attitudinal or behavioural), group social status (majority or minority), intergroup context (history of a recent intergroup conflict or not), and for peer norms on the age of the adolescent.
Although social norms have a strong influence on attitudes and behaviours in different social situations, their research and practical use are significantly limited by inconsistencies of how ...different types of norms have been defined and measured. In an attempt to reach a common, comprehensive definition of social norms, in this paper we describe the most important conceptualizations and types of norms developed within different theoretical approaches and give an overview of relevant research of normative influences on individual and intergroup behaviours. In addition, this review especially focuses on ingroup norms about intergroup contact as a specific type of norm that describes and prescribes typical and appropriate interactions with outgroup members. In this regard, this review represents an important systematization since ingroup contact norms, despite being long recognized as important regulators of intergroup relations, have been neglected so far both as a research and as a theoretical construct. Therefore, we present the results of scarce new research on relationships between different types of contacts among members of different groups, in group contact norms, and intergroup outcomes, in order to highlight and clarify various roles that ingroup contact norms may play in shaping complex dynamics of relationships between social groups. Finally, we underline unresolved issues and offer possible directions for future research.
Premda društvene norme imaju snažan utjecaj na stavove i ponašanja ljudi u različitim socijalnim situacijama, njihovu istraživačku i praktičnu upotrebu znatno ograničava nekonzistentan način
definiranja i mjerenja različitih vrsta normi. Nastojeći doći do zajedničke, sveobuhvatne definicije društvenih normi, u ovom radu opisujemo najvažnije konceptualizacije i vrste normi razvijene u okviru različitih teorijskih pristupa, te dajemo pregled relevantnih istraživanja normativnog utjecaja na individualna i međugrupna ponašanja. Ovaj se pregled, nadalje, posebno bavi unutargrupnim normama o
međugrupnom kontaktu, kao specifičnom vrstom normi koje opisuju i propisuju tipične i prihvatljive interakcije s članovima vanjskih grupa.
U tom pogledu ovaj pregled predstavlja važnu sistematizaciju jer su norme o kontaktu, unatoč tome što je njihova važnost davno prepoznata u regulaciji međugrupnih odnosa, do sada bile uglavnom zanemarene i kao istraživački konstrukt i kao teorijski koncept. Stoga prikazujemo rezultate malobrojnih novijih istraživanja međuodnosa različitih vrsta kontakta među pripadnicima različitih grupa, unutargrupnih normi o kontaktu te međugrupnih ishoda kako bi se istaknule i razjasnile različite uloge koje norme mogu imati u oblikovanju složene dinamike odnosa među grupama, te upućujemo na još neriješena pitanja i moguće smjernice za buduća istraživanja.
Aunque las normas sociales tienen un impacto muy fuerte en las actitudes y comportamiento de la gente en diferentes situaciones sociales, su uso investigativo y práctico está bastante limitado por el modo no consistente de definir y medir diferentes tipos de normas. Con el afán de llegar a una definición común y completa de las normas sociales, en este trabajo describimos las conceptualizaciones más importantes y tipos de normas desarrollados en el marco de diferentes enfoques teóricos. Además, ofrecemos la revisión de investigaciones relevantes sobre la influencia normativa en los comportamientos individuales e intergrupales. Luego, esta revisión trata con especial atención las normas intragrupales sobre el contacto intergrupal, como un
tipo específico de normas que describen y proscriben las interacciones típicas y aceptables con los miembros de grupos exteriores. En ese sentido esta revisión representa una sistematización importante porque las normas sobre el contacto no se han tomado mucho en cuenta hasta ahora, sea como constructo investigativo o concepto teórico, aunque su importancia fue reconocida hace mucho tiempo en la regulación de relaciones intergrupales. Por eso mostramos los resultados de pocas investigaciones recientes de interrelaciones de diferentes tipos de contacto entre los miembros de diferentes grupos, de normas intergrupales sobre el contacto y de resultados intergrupales para acentuar y aclarar diferentes papeles que estas normas pueden tener en la formación de dinámica compleja entre los grupos. Además, indicamos las cuestiones que están por resolver y posibles directrices para futuras investigaciones.
Previous studies indicate that perception of peer norms and school norms regarding intergroup contact can significantly influence children and youth attitudes and behaviours towards outgroup members. ...Additionally, school climate can also play an important role in shaping quality of intergroup relations. The present study examines the role of peer and school norms regarding intergroup contact and school climate in explaining majority and minority pupils’ self-reported prosocial outgroup behaviour in different types of public schools from four different multi-ethnic contexts in Croatia. Pupils (
N
= 1568; average age
M
= 15.04) attending ethnic majority, minority and mixed schools participated in this study. Results demonstrate that positive peer and school norms regarding intergroup contact as well as the lower level of ethnicity-based conflicts are associated with more self-reported outgroup prosocial behaviour. Furthermore, findings indicate a moderation effect of group status whereby the effect of quality of relationships and connectedness in school is observed for majority pupils only. The findings also indicate a moderation effect of school type and the stronger effect of peer norms on self-reported outgroup prosocial behaviour of pupils in mixed schools. The results are discussed from the perspective of current literature review and potential educational implications.
Premda društvene norme imaju snažan utjecaj na stavove i ponašanja ljudi u različitim socijalnim situacijama, njihovu istraživačku i praktičnu upotrebu znatno ograničava nekonzistentan način ...definiranja i mjerenja različitih vrsta normi. Nastojeći doći do zajedničke, sveobuhvatne definicije društvenih normi, u ovom radu opisujemo najvažnije konceptualizacije i vrste normi razvijene u okviru različitih teorijskih pristupa, te dajemo pregled relevantnih istraživanja normativnog utjecaja na individualna i meðugrupna ponašanja. Ovaj se pregled, nadalje, posebno bavi unutargrupnim normama o meðugrupnom kontaktu, kao specifičnom vrstom normi koje opisuju i propisuju tipične i prihvatljive interakcije s članovima vanjskih grupa. U tom pogledu ovaj pregled predstavlja važnu sistematizaciju jer su norme o kontaktu, unatoč tome što je njihova važnost davno prepoznata u regulaciji meðugrupnih odnosa, do sada bile uglavnom zanemarene i kao istraživački konstrukt i kao teorijski koncept. Stoga prikazujemo rezultate malobrojnih novijih istraživanja meðuodnosa različitih vrsta kontakta meðu pripadnicima različitih grupa, unutargrupnih normi o kontaktu te meðugrupnih ishoda kako bi se istaknule i razjasnile različite uloge koje norme mogu imati u oblikovanju složene dinamike odnosa meðu grupama, te upućujemo na još neriješena pitanja i moguće smjernice za buduća istraživanja.
Although social norms have a strong influence on attitudes and behaviours in different social situations, their research and practical use are significantly limited by inconsistencies of how ...different types of norms have been defined and measured. In an attempt to reach a common, comprehensive definition of social norms, in this paper we describe the most important conceptualizations and types of norms developed within different theoretical approaches and give an overview of relevant research of normative influences on individual and intergroup behaviours. In addition, this review especially focuses on ingroup norms about intergroup contact as a specific type of norm that describes and prescribes typical and appropriate interactions with outgroup members. In this regard, this review represents an important systematization since ingroup contact norms, despite being long recognized as important regulators of intergroup relations, have been neglected so far both as a research and as a theoretical construct. Therefore, we present the results of scarce new research on relationships between different types of contacts among members of different groups, in group contact norms, and intergroup outcomes, in order to highlight and clarify various roles that ingroup contact norms may play in shaping complex dynamics of relationships between social groups. Finally, we underline unresolved issues and offer possible directions for future research.
U ovom je radu ispitan odnos preferencija modela obrazovanja nacionalnih manjina i stavova prema multikulturalizmu i asimilacionizmu u cetiri vieetnicke zajednice u Hrvatskoj. Sudjelovalo je 1568 ...ucenika od 11 do 19 godina, pripadnika hrvatske vecine, i cetiri nacionalne manjine, koje se koluju po tzv. obrazovnom modelu A, odnosno pohadaju cjelokupnu nastavu na manjinskom jeziku i pismu (Cesi, Madari, Srbi i Talijani), te 2000 njihovih roditelja. Ovo je prvi rad koji opisuje neka sociodemografska obiljeja ucenika u A modelu manjinske nastave, kao i neke aspekte njihove jezicne kompetencije u hrvatskome i manjinskim jezicima, upotrebu jezika u obitelji te namjere nastavka kolovanja u Hrvatskoj, odnosno u zemlji podrijetla. Rezultati pokazuju da su preferencije manjinskih obrazovnih modela donekle povezane sa stavovima prema multikulturalizmu i asimilacionizmu, ali i to da su grupni status (manjina ili vecina), te vieetnicki kontekst u kojem je istraivanje provedeno, vane odrednice ovih stavova. Kljucne rijeci: obrazovanje manjina, multikulturnost, multikulturalizam, asimilacionizam, medugrupni odnosi vecine i manjine In this study we examined the relationship between the preference of minority educational models and attitudes towards multiculturalism and assimilationism in four multiethnic communities in Croatia. A sample of 1568 students, aged 11 to 19, members of the Croatian majority and four national minorities (Czechs, Hungarians, Serbs and Italians) enrolled in model A of minority education (all classes are taught in the minority language), and 2000 of their parents participated in the research. Additionally, this is the first paper describing the major socio-demographic characteristics of students in minority education model A, as well as aspects of their language competence in Croatian and minority languages, the use of language in their families and their intentions to continue education in Croatia as opposed to their country of origin. The results have shown that the preferences of minority education models are slightly related to attitudes towards multiculturalism and assimilationism, but also that group status (minority or majority) and the multiethnic context the study has been conducted in are important determinants of attitudes towards multiculturalism and assimilationism. Keywords: minority education, multiculturalism, assimilationism, majority-minority intergroup relations
In this study we examined the relationship between the preference of minority educational models and attitudes towards multiculturalism and assimilationism in four multiethnic communities in Croatia. ...A sample of 1568 students, aged 11 to 19, members of the Croatian majority and four national minorities (Czechs, Hungarians, Serbs and Italians) enrolled in model A of minority education (all classes are taught in the minority language), and 2000 of their parents participated in the research. Additionally, this is the first paper describing the major socio-demographic characteristics of students in minority education model A, as well as aspects of their language competence in Croatian and minority languages, the use of language in their families and their intentions to continue education in Croatia as opposed to their country of origin. The results have shown that the preferences of minority education models are slightly related to attitudes towards multiculturalism and
assimilationism, but also that group status (minority or majority) and the multiethnic context the study has been conducted in are important determinants of attitudes towards multiculturalism and assimilationism.
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