We outline four connections between xenophobia and punitiveness toward criminals in a national sample of Americans. First, among self-identified whites xenophobia is more predictive of punitiveness than specific forms of racial animus. Second, xenophobia and punitiveness are strongly connected among whites, but are only moderately and weakly related among black and Hispanic Americans, respectively. Third, among whites substantial proportions of the variance between sociodemographic, political, and religious predictors of punitiveness are mediated by levels of xenophobia. Finally, xenophobia is the strongest overall predictor of punitiveness among whites. Overall, xenophobia is an essential aspect of understanding public punitiveness, particularly among whites.

This thesis explores the potential of bilingual education for the future of American (U.S.) democratic society. It places an assessment of bilingualism in the larger history of the relationship between education and a vision of American democracy. The research focuses on the importance of being multilingual for a democratic society, and argues why bilingual education should be made available to students during the elementary years of their education. This study analyzes the state of California’s educational policies and concludes that viewing bilingual education through assimilationist lenses hinders students’ character and professional opportunity. It promotes acculturation and accommodation without assimilation as a strategy for approaching the incorporation of bilingual educational programs into public schools across the United States.

<p>Syftet med denna uppsats är att utifrån en teoretisk kunskap om ungdomars attityder till rasism, främlingsfientlighet och invandring utföra en studie som i praktiken undersöker ungdomars attityder, i årskurs 6 till 9, till invandring och invandrare. En enkätundersökning genomfördes som omfattade 83 elever fördelade på fyra klasser, en i varje årskurs. Undersökningen utfördes på en högstadieskola i en kommun med drygt 9000 invånare i västra Sverige. Enkäten bestod av 10 slutna frågor samt 2 delvis öppna, där eleverna fick möjlighet att motivera sina svar. Resultatet visar att flickor är mer toleranta än pojkar och att elever i årskurs 7 är mer toleranta än sina äldre kamrater. Den högsta andelen intoleranta elever finns i årskurs 9. Till denna tendens kan inte de tillfrågade ur årskurs 6 inräknas då en stor andel av dem anger att de är osäkra till frågeställningen i flera fall. Bland elevernas egna kommentarer visar någon enstaka elev hög intolerans när denne jämställer ett mångkulturellt samhälle med våldtäkter. Denna attityd är dock inte representativ i någon mening, då en sammanfattande värdering av resultatet visar hög tolerans för nästan samtliga av de tillfrågade eleverna.</p> / <p>The purpose of this paper is that from a theoretic knowledge of young people’s attitudes towards racism, xenophobia and immigration carry out a study that in practice investigates young people’s attitudes, in the sixth to ninth grade, towards immigration and immigrants. A survey was carried out that included 83 pupils divided in four school classes, one in every grade. The survey was carried out at a grammar school in a municipality with more than 9000 inhabitants located in the west part of Sweden. The survey contained 10 secluded questions and 2 partly open questions, where the pupils had the possibility to justify their answers. The results shows that girls are more tolerant than boys and that pupils in the seventh grade are more tolerant than their older friends. The highest share of intolerant pupils occurs in grade nine. It’s not possible to include those asked from the sixth grade into this tendency because of the high percentage share that answers “don’t know”. Among the pupils own comments there are very few that shows intolerance to a great extent and one pupil writes that a multicultural society equals rapes. This attitude is not by far representative since a summery of valuations in the survey shows that almost every of those asked are tolerant to a high extent.</p>

The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base. From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities. The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.

Syftet med denna uppsats är att utifrån en teoretisk kunskap om ungdomars attityder till rasism, främlingsfientlighet och invandring utföra en studie som i praktiken undersöker ungdomars attityder, i årskurs 6 till 9, till invandring och invandrare. En enkätundersökning genomfördes som omfattade 83 elever fördelade på fyra klasser, en i varje årskurs. Undersökningen utfördes på en högstadieskola i en kommun med drygt 9000 invånare i västra Sverige. Enkäten bestod av 10 slutna frågor samt 2 delvis öppna, där eleverna fick möjlighet att motivera sina svar. Resultatet visar att flickor är mer toleranta än pojkar och att elever i årskurs 7 är mer toleranta än sina äldre kamrater. Den högsta andelen intoleranta elever finns i årskurs 9. Till denna tendens kan inte de tillfrågade ur årskurs 6 inräknas då en stor andel av dem anger att de är osäkra till frågeställningen i flera fall. Bland elevernas egna kommentarer visar någon enstaka elev hög intolerans när denne jämställer ett mångkulturellt samhälle med våldtäkter. Denna attityd är dock inte representativ i någon mening, då en sammanfattande värdering av resultatet visar hög tolerans för nästan samtliga av de tillfrågade eleverna. / The purpose of this paper is that from a theoretic knowledge of young people’s attitudes towards racism, xenophobia and immigration carry out a study that in practice investigates young people’s attitudes, in the sixth to ninth grade, towards immigration and immigrants. A survey was carried out that included 83 pupils divided in four school classes, one in every grade. The survey was carried out at a grammar school in a municipality with more than 9000 inhabitants located in the west part of Sweden. The survey contained 10 secluded questions and 2 partly open questions, where the pupils had the possibility to justify their answers. The results shows that girls are more tolerant than boys and that pupils in the seventh grade are more tolerant than their older friends. The highest share of intolerant pupils occurs in grade nine. It’s not possible to include those asked from the sixth grade into this tendency because of the high percentage share that answers “don’t know”. Among the pupils own comments there are very few that shows intolerance to a great extent and one pupil writes that a multicultural society equals rapes. This attitude is not by far representative since a summery of valuations in the survey shows that almost every of those asked are tolerant to a high extent.

This thesis examines the role(s) of pluralism and the multiculturalism/monoculturalism binary within Islamophobia in the United States and the nations of Western Europe. It analyzes the history of Muslims in Western Europe in order to better understand the relationship between native Europeans and Muslims immigrants, then comparing this relationship to Americans and the Muslim immigrants to the United States.

Syftet med denna studie är att undersöka gymnasieungdomars perspektiv på undervisning kring främlingsfientlighet och mångkultur. I min litteraturgenomgång har jag fångat upp vad forskningen kring dessa områden menar är relevanta. Som datainsamlingsmetod valde jag att använda mig av gruppintervjuer. Sammanlagt deltog elva elever i undersökningen. Resultatet från mina gruppintervjuer diskuteras sedan mot den forskning jag presenterat i tidigare avsnitt samt mot olika gymnasieskolans olika styrdokument. Mitt resultat visar att det finns en vilja hos elever att i större utsträckning få diskutera och praktisera kunskaper kring främlingsfientlighet och mångkultur än vad de upplever att de idag får göra. Resultatet pekar även på att fler kulturmöten i skolan skulle verka positivt till att utveckla förståelse och tolerans gentemot människor från främmande kulturer. / The purpose with this study is to investigate high school students’ perspective on education, xenophobia and multiculture. In my literature review I present what scholars find relevant around these areas. I decided to use group interviews as a method of collecting data. Altogether eleven students participated in the study. Later I discuss the results from my group interviews in comparison towards the research I`ve presented in earlier sections of the study and the national curriculum of upper secondary school. My results point out that the student’s wishes to discuss and practice knowledge about xenophobia and multicultural more often than they experience they are allowed to do in these days. The result also points out that multi-cultural encounter develop the student’s ability to comprehend and to be more tolerant towards people from foreign cultures.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 176-194). Also available for download via the World Wide Web; free to University of Oregon users.

<p>Humans are champions of prosociality. Across different cultures and early in life, humans routinely engage in prosocial behaviors that benefit others. Perhaps most strikingly, humans are even prosocial toward strangers (i.e. xenophilic). This is an evolutionary puzzle because it cannot be explained by kinship theory, reciprocal altruism or reputation. The parochialism hypothesis proposes that this extreme prosociality is unique to humans, is motivated by unselfish motivation and evolved through group selection made possible by human culture and warfare. The first impression hypothesis, on the other hand, proposes that xenophilia can evolve to promote the selfish benefits that accrue from extending one's social network. It predicts that 1) nonhuman species can evolve prosociality toward strangers when the benefit of forming new relations is higher than the cost, 2) the motivation for prosociality can be selfish, and 3) encounters with strangers can be a positive social event since strangers represent potential social partners. This dissertation presents three sets of experiments designed to test these predictions with bonobos (Pan paniscus), a species known for reduced xenophobia. These experiments showed, first, that bonobos voluntarily shared monopolizable food with a stranger and helped the stranger to obtain out-of-reach food. Second, the observed prosociality was driven by a selfish motivation to initiate an interaction with the stranger in close proximity and an other-regarding motivation to benefit the stranger. Third, an involuntary yawning task and a voluntary choice task show converging results that bonobos attribute positive valence to completely unknown strangers by default. These experiments support the three core predictions of the first impression hypothesis and challenge the view that intergroup competition is crucial to the origin of prosociality toward strangers in our species. Instead, the first impression hypothesis proposes that xenophilia in bonobos is probably an adaptation to initiating non-kin cooperation. Because female bonobos are highly cooperative even though they are the dispersing sex, xenophilia might function to quickly establish cooperative relationships with new immigrants. This suggests that xenophilia and reciprocity are likely two complementary aspects of non-kin cooperation: the former explains its initiation while the latter explains its maintenance. Similarly, xenophilia in humans is likely a result of the increasing need for cooperation among non-kin due to enhanced fission-fusion dynamics, population expansion, obligate cooperative foraging and greater dependence on cultural knowledge.</p> / Dissertation

The overwhelming number of people residing outside country of origin has created anxiety and fear in the immigrant receiving countries over the potentially destabilising effect on the country’s resources. This may provoke controversy because of the fears that they may be competing unfairly with hosts for jobs, housing and other welfare services. Hence, migrants are increasingly becoming vulnerable to racism, xenophobia and discrimination. The justice system protects the rights of migrants. Equal access to justice entails the right of migrants to initiate and proceed with legal matters through the justice system without hindrances. On the side of the state, access to justice also includes the obligation of the state to investigate violations and persecute the perpetrators according to the law. Hence, with this context in mind, this study explored the perception of justice system personnel on the services they provide to non-South African citizens, specifically to Ethiopian Immigrants in the Newcastle area. It also explored the experience of Ethiopian asylum seekers and refugees in interacting with the locals and in accessing justice system within the greater Newcastle area in the KwaZulu Natal Province. In total, 20 interviews were conducted, of which 8 are justice system personnel and 12 Ethiopian asylum seekers and refugees. The findings suggest that the majority of justice system personnel perceive that foreigners are equal in the eyes of the law and get equal treatment as that of South Africans. It was found that the majority of justice system personnel lack knowledge of refugee law and this has been an obstacle in day to day running of courts. The findings also show that language services and Legal Aid are available to locals and as well as foreigners. It was also found that case dockets get lost due to corruption and negligence, and this resulted in impunity for some of the perpetrators of xenophobic violence. The findings also suggested that asylum seekers and refugees agreed that the justice system is fair and that there are good provisions that accommodate everyone. Some, however, expressed discontent and claimed that they faced discrimination. They portray the police as unfriendly and indicated that they have experienced abuse and discrimination. The findings also suggest that police harass and abuse refugees by invading their premises without a search warrant. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.