Why are some areas more resilient to riots than others? The literature seems divided on whether exposure to violence affects societies to become more resilient or more vulnerable to future violence. The most supported view is that "violence begets violence", but some studies suggest that riot exposed areas could possibly develop resilience. Potential resilience would arguably be the most noticeable in times of turmoil. As India had an outbreak of riot after the 2019 national election, it constitutes a good case to study. I therefore investigate whether riot exposure makes societies more resilient to violence or not, by looking at the probability that riot exposed areas in the pre-election period, had election-related riots after the election. The current thesis tests a hypothesis suggesting that there is lower probability that areas exposed to riots in the pre-election period experience riots in the post-election period, than in areas with no riot exposure in the pre-election period. By running a Linear Probability Model, on riot data in four Indian states, containing 1099 urban observations, the results of the thesis indicate that the hypothesis is unsubstantiated. Instead, an opposite relationship appears, which gives further support to the notion that “violence”, indeed, “begets violence”.

This thesis studies group threat theory and contact theory, by analysing whether a change in the exposure to refugees, following a demographic composition shift, results in increased or decreased political support for parties with either an anti- or a pro-immigration political program. It employs a continuous difference-in-difference method by analysing data from Swedish national elections in 2014 and 2018 across all municipalities, combined with the electoral performance of the Sweden Democrats and the Swedish Green Party. The findings reveal a positive correlation between increased refugee intake and the electoral support for the Sweden Democrats, while the Swedish Green Party experiences decreased support. This suggests a trend toward bolstered backing for anti-immigrant platforms in areas with greater refugee exposure, and thus also supports arguments presented within group threat theory. While intergroup contact with immigrants is a well-studied area, limited attention has been devoted to refugee immigration.  Finally, this thesis underscores the need for further investigation of the political and social ramifications of increased refugee immigration on native populations. This holds strong political relevance, as we are likely to continue experiencing high levels of immigration. A suggested way to build off this thesis is by studying the relevant mechanisms, or by establishing the extent and type of experienced intergroup contact.

The research problem of this thesis is to explore the effects of top-down, bureaucratic definitions of belonging and social identity on urban social relations. More specifically, the thesis analyses the ways in which the nativist categorisations of indigeneity in Kano and autochtonie in Amsterdam can help to understand the tensions between ethnic groups in these two cities. Methodologically, the study is designed as a least-similar, comparative exploration and uses mixed qualitative and quantitative methods in its case studies of Kano and Amsterdam. Theoretically, this study uses identity cleavages and identification as the mediators between policy categories and social relations. It combines social-psychological, historical, and institutional theories to link bureaucratic nativism to ethnic identities and, finally, to conflictual (or ‘destructive’) interethnic relations. The resulting theoretical argument of the thesis is that nativist policy categorisations are likely conducive to antagonism, avoidance, and conflict between groups defined as ‘natives’ and ‘settlers’. The central finding of the thesis is that both in Kano and in Amsterdam, indigeneity and autochtonie have entrenched a primordial and competitive (or ‘exclusionary’) notion of ethnic identities and have thus been conducive to interethnic antagonism, avoidance, and conflict. Introduced at a time of rapid immigration, social change, and persistent horizontal inequalities, the two top-down policy categories came to redefine urban belonging in Kano and Amsterdam. As a result, previously apolitical ethnic boundaries between ‘natives’ and ‘settlers’ became politicised, connected to exclusionary definitions of religion and class, and ranked on the basis of their claim to a primordial ‘native’ status - that is, their status as historical ‘first-comers’ in their place of residence. The categorisation and group positioning effects of nativism have, therefore, intensified the urban struggle to belong in Kano and Amsterdam. At the same time, however, the thesis underlines that ethnic conflict in Kano and Amsterdam is limited, partly because nativist forms of belonging are continuously challenged by, for example, inclusive multiculturalism in Kano and urban citizenship in Amsterdam.

The moderation function of in-group status position on the relationship between group-based guilt and reparation intention was tested in a 2 (group-based guilt: low versus high) x 2 (status loss: weak versus strong) factorial between-subjects design, using an online survey software program named Qualtrics. The target population was white South African undergraduate students born after 1988 and registered at the University of South Africa. The results of the first Experiment confirmed the hypothesis, that the relationship between group-based guilt and reparation intention becomes less significant the more participants perceive a loss of status for their in-group. However, the hypothesis could not be confirmed in Experiment 2. The results are presented and discussed in detail / Psychology / M.A. (Psychology)

Social dominance theory (SDT) and Social identity theory (SIT) are theoretical frameworks that have been conceptualised and examined in societies that predominantly have stable intergroup relations. The present study sought to examine both theoretical frameworks in a context that is undergoing social change. Three cross-sectional studies were conducted amongst black and white students from a South African University. Results indicated that there was no difference in the desire for group-based inequality (i.e. social dominance orientation, SDO) amongst groups affected by social change, when group status was measured subjectively. Yet, when group status was determined sociologically, dominant group members had significantly higher SDO levels. Furthermore, results indicated that the perception of social change had a conditional effect on the relationship between SDO and support for affirmative action amongst white participants, in that when white participants perceived higher in-group status loss, higher SDO levels predicted opposition towards affirmative action. Racial in-group identification had a conditional effect on the relationship between perceived social change and support for affirmative action amongst black participants; when black participants had higher racial in-group identification, greater perception of social change predicted support for affirmative action. Lastly, amongst black participants, hierarchy-attenuating legitimising myths had a conditional effect on the relationship between SDO and support for affirmative action. Specifically, when colourblindness or Ubuntu were endorsed, higher SDO predicted support for affirmative action. However, when these hierarchy-attenuating legitimising myths were rejected, higher SDO predicted opposition towards affirmative action. / Psychology / M.A. (Psychology)

How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.

This thesis considers how attitudes shaped British, French, and American policy regarding the rebirth of Poland. From the outbreak of war in 1914 to the plebiscite in Upper Silesia in 1921, Allied and American policy-makers first considered whether Poland should be an independent state and then where its borders should be. As they did this, they developed attitudes about these questions, for instance about Poles and the right or ability of the Polish nation to administer a modern state. Such considerations assumed that national character exists and is important in the success or failure of a country. My research draws on literature from social psychology in defining the development of such understandings as consistent with stereotyping, in other words using generalisations about social groups to understand those groups or individuals. Allied and American policy-makers considered Poles to be, for instance, quarrelsome, aggressive, anti-Semitic, pitiable, passionate, or loyal. The thesis begins by examining pre-war attitudes to Poland and the impact of the war on these and on the diplomacy of the Polish question. It then discusses the re-emergence of an independent Poland in 1918 and the impact on policies and attitudes of the Polish delegation’s claims at the Paris Peace Conference, of events on the ground, and of the Russo-Polish War. Allied and American decision-making on the rebirth of Poland was central for European diplomacy not only because the attitudes they expressed left lingering grudges on both sides, but also because Poland’s frontiers were an irritant throughout the interwar period until Germany and Russia invaded Poland in September 1939. Moreover, the conclusion that attitudes were a factor in decision-making contributes to a growing recognition among international historians and international relations theorists that it is necessary to look beyond individuals' 'rational' motivations.

This thesis is centred on exploring the identity options and orientations of young British Indians, from Sikh and Hindu backgrounds, who are British born and living in the London area. Recent socio-political debates have assumed a lack of Britishness amongst these young people, an assumption that is rooted in the belief that high bonding capital within ethnic minorities has led to a lack of bridging capital. This thesis argues that such statements are an essentialisation of the reality of these young people. In fact, their sources of belonging are far more complex, and far less threatening than we may be led to believe. Through the utilisation of eighty in-depth interviews, this thesis presents the intricate social worlds of these young people and the range of orientations (positive and negative) they feel towards component parts of their social worlds, as well as examining the strength and permeability of boundaries that demarcate these social worlds. The final substantive chapter deals with Britishness, and uncovers and presents the different perceptions and understandings that these young people have about British national identity and the ways in which it is accommodated (or not) alongside other important sources of belonging. It is found that a multi-dimensional approach to identity and belonging is best suited to understand the diverse and highly individualistic trajectories of these young people and that 'diverse-dual identities' are the most common pattern of belonging in this particular empirical case. This thesis make a significant contribution to the existing theoretical frameworks on identity and assimilation as well as the current socio-political debates on Britishness and the cultural integration of ethnic minorities in Britain, by presenting data on an under-researched group, British Indians, and highlighting the range of experiences within this group and the sources of this diversity.

No description available.

Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.