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|a (CROSBI)649522
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|a HR-ZaFF
|b hrv
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|e ppiak
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|a Merrilees, Christine E.
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|a The impact of school transitions from mono-ethnic to mixed-ethnic schools for adolescents in Vukovar, Croatia /
|c Christine E. Merrilees, Laura K. Taylor, Dean Ajduković, Dinka Čorkalo Biruški, E. Mark Cummings.
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|i Naslov na engleskom:
|a The impact of school transitions from mono-ethnic to mixed-ethnic schools for adolescents in Vukovar, Croatia
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|f str.
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|a School transitions bring changes such as the reorganization of social groups and the opportunity to make new friends. In segregated communities with histories of inter-ethnic conflict, these same transitions also bring tension and increased ethnic awareness to youth who have had little or no prior contact with other group members (Stephan & Stephan, 2005). These perceptions of tension and greater awareness of identity have been linked with increased tendency to discriminate against ‘other’ group members (Nesdale, Maass, Durkin, & Griffiths, 2005). The current study examines the role of perceived intergroup tension and strength of social identity on youths’ tendency to discriminate for youth transitioning from mono-ethnic primary schools to mixed-ethnic secondary schools in Vukovar, a divided society in Croatia along the border with Serbia devastated during the dissolution of the Former Yugoslavia. This paper uses path analysis to examine majority/minority differences to show how the increase in inter-ethnic tension and social identity contribute to out-group discrimination. The results are based on 230 self-reports from Croat and Serb youth in primary and secondary schools in Vukovar. The results suggest that compared to primary school students, secondary school students perceive more inter-ethnic tension and report higher levels of identification with their social group ; both social identity and perceived intergroup tension were related to greater likelihood of discriminating against out-group members. However, differences between Croat (majority) and Serb (minority) youth emerged. The findings have implications for school and educational policies in ethnically-diverse contexts.
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|a Projekt MZOS
|f 130-1301422-1418
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| 546 |
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|a ENG
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| 690 |
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|a 5.06
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| 693 |
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|a school transition, mono-ethnic schools, multi-ethnic schools. post-conflict community, majority, minority schooling, Vukovar
|l hrv
|2 crosbi
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| 693 |
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|a school transition, mono-ethnic schools, multi-ethnic schools. post-conflict community, majority, minority schooling, Vukovar
|l eng
|2 crosbi
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| 700 |
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|a Taylor, Laura K.
|4 aut
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| 700 |
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|a Cummings, E. Mark
|4 aut
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| 700 |
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|9 395
|a Čorkalo Biruški, Dinka
|4 aut
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| 700 |
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|9 396
|a Ajduković, Dean
|4 aut
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| 773 |
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|a 36th Annual Scientific Meeting of International Society of Political Psychology (8.-11. 07. 2013. ; Herzliya, Israel)
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| 942 |
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|c RZB
|u 2
|v Recenzija
|z Znanstveni - Predavanje - Sazetak
|t 1.12
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