Identifying Blatant and Subtle Ethnic Prejudice among Primary School Children
Author(s):
Jasmin Sarafidou Maria Loumakou Christos Govaris
Conference:
ECER 2010
Network:
7. Social Justice and Intercultural Education
Format:
Paper

Session Information

07 SES 02 B, Schools, Stereotypes and Tolerance.

Paper Session

Time:
2010-08-25
11:15-12:45
Room:
AUDITORIUM III, Päärakennus / Main Building
Chair:
Ghazala Bhatti

Contribution

 

 

In modern multicultural societies one may observe the appearance of new forms of ethnic prejudice. This social fact is described and analyzed in current scientific discourse on the basis of the conceptual discrimination between traditional and  modern types of prejudice (Pettigrew & Meertens, 1995). Traditional prejudice is defined as the overt and direct form of prejudice (blatant prejudice, eg. the ethnic “other” is openly stigmatized as a threat and any contact or relationship with the outgroup is avoided. The modern type of prejudice  consists of indirect and, in a way, “detached” prejudicial conduct (subtle prejudice, eg. laying emphasis on cultural differences among groups). 

            Scientific literature concerning European societies comprises only few empirical studies concerning the blatant-subtle distinction of prejudice and even fewer which examine it in children (Enesco, Navarro, Paradela, & Guerrero, 2005). Research on ethnic prejudice among children is moreover interesting on account of the importance afforded by contemporary multicultural school on the consolidation of cross-cultural education, an essential requirement of which is to surpass obstacles that impede communication among students from different ethnic groups (Augoustinos & Rosewarne, 2001; Margie, Killen, Sinno, & McGlothlin,  2005;  Rutland, 1999; Verkuyten, 2003).

The aim of the present study is to examine the dimensions of prejudice in children and distinguish between types of prejudice specifying operational definitions, so that they can adequately be measured in preadolescents. Measuring dimensions of prejudice is important for schools to monitor changes and adequately adjust cross-cultural education programmes.

Method

Following 6 focus-group discussions with Greek and ethnic minority preadolescents (aged 10-12 years), on their relationships with schoolmates of different ethnic origin, a set of statements, illustrating prejudice and discrimination, was extracted. In two of the groups all participating children were of Greek origin, in two groups all children were non- Greeks and two of the groups were mixed. The aim was to construct a questionnaire making use of children’s actual ways of expressing prejudice and discrimination rather than rely on adult assumptions of their perceptions. These statements formed the basis of a Likert-type questionnaire addressed to 375 fifth and sixth graders attending 10 urban and rural schools in central Greece. The sample comprised 12% ethnic minority children (mainly Albanians), which roughly corresponds to the national rate in Greek primary schools.

Expected Outcomes

Exploratory factor analysis of the 21 items resulted in three dimensions of prejudice and one factor of ethnic discrimination (acknowledging stigmatizing behaviour). The first dimension of prejudice clearly reflects subtle prejudice, as it referred to socio-cultural inferiority of ethnic minority families perceived as inhibiting social communication with ethnic majority children. The other two dimensions concerned blatant prejudice (rejection and anti-intimacy due to perceived threat at the individual level and at the school level). Although blatant prejudice expressed as personal anti-intimacy was low, perceptions of ethnic minority children as a ‘problem’ for school life as well as subtle prejudice were substantial. Findings support the subtle-blatant distinction of prejudice in children and provide for their measurement.

References

Augoustinos, M., & Rosewarne, D. L. (2001). Stereotype knowledge and prejudice in children. British Journal of Developmental Psychology, 19, 143–156. Enesco, I., Navarro, A., Paradela, I., Guerrero, S. (2005). Stereotypes and beliefs about different ethnic groups in Spain. A study with Spanish and Latin American children living in Madrid. Applied Developmental Psychology, 26, 638–659 Margie, N. G., Killen, M., Sinno, S., & McGlothlin, H. (2005). Minority children’s intergroup attitudes about peer relationships. British Journal of Developmental Psychology, 23, 251–259. Pettigrew, T.F. & Meertens, R.W. (1995). Subtle and Blatant Prejudice in Western Europe. European Journal of Social Psychology, 25(1), 57-75. Rutland, A. (1999). The development of national prejudice, in-group favouritism, and self stereotypes in British children. British Journal of Social Psychology, 38, 55–70. Verkuyten, M. (2003). Ethnic in-group bias among minority and majority early adolescents: the perception of negative peer behaviour. British Journal of Developmental Psychology, 21(4), 543-564.

Author Information

Jasmin Sarafidou
University of Thessaly
Primary Education
Volos
Maria Loumakou
University of Thessaly
Department of Primary Education
Volos
Christos Govaris
University of Thessaly, Greece

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