Dutch Adolescents' Tolerance of Practices by Muslim Actors: The Effect of Issue Framing

Autor/inn/en	Gieling, Maike; Thijs, Jochem; Verkuyten, Maykel
Titel	Dutch Adolescents' Tolerance of Practices by Muslim Actors: The Effect of Issue Framing
Quelle	In: Youth & Society, 44 (2012) 3, S.348-365 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X11402366
Schlagwörter	Muslims; Islamic Culture; Adolescents; Foreign Countries; Immigrants; Acculturation; Questionnaires; Ethnicity; Political Issues; Age Differences; Nationalism; Cultural Differences; Negative Attitudes; Cultural Pluralism; Netherlands + Suchen Sie Ihr Suchwort? Muslim; Muslimin; Islam; Kultur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Immigrant; Immigrantin; Immigranten; Akkulturation; Fragebogen; Ethnizität; Politischer Faktor; Age; Difference; Age difference; Altersunterschied; Nationalismus; Kultureller Unterschied; Negative Fixierung; Kulturpluralismus; Niederlande
Abstract	This research, conducted in the Netherlands, examines whether native adolescents' tolerance of practices by Muslim immigrants (e.g., the founding of Islamic schools) is affected by the type of considerations (e.g., educational freedom vs. integration of Muslims in Dutch society). Using an experimental questionnaire design (N = 970), the findings show that adolescents (13-17 years) became less tolerant when considerations against these practices were presented, whereas tolerance was not affected by considerations in favor of the practices. In addition, the level of tolerance of adolescents who strongly identified as Dutch was not affected by the different considerations, but lower identifiers were less tolerant when considerations against the practices were given. The effects of the different considerations did not differ for age and for educational level. The implications of this research for improving adolescent's tolerance of practices by Muslim actors are discussed. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10