Prejudice is an emotion-specific phenomenon that is influenced by a variety of predictors. In this paper, we looked at interoceptive sensitivity (IS) as a potential determinant of prejudice through...Show morePrejudice is an emotion-specific phenomenon that is influenced by a variety of predictors. In this paper, we looked at interoceptive sensitivity (IS) as a potential determinant of prejudice through emotional sensitivity, especially disgust. We had five hypotheses including the last one being exploratory. (1) Higher IS would lead to higher prejudice. (2) Greater IS would lead to higher disgust sensitivity (DS). (3) Greater DS would lead to higher prejudice. (4) Greater IS would lead to increased prejudice through increased DS. (5) Higher IS would lead to increased prejudice through different emotional sensitives (fear, anger, disgust). IS was measured using a heartbeat detection task and other variables were measured using questionnaires. Regression analysis was used to analyze the results. As part of the exploratory analysis, principal component analysis was used to identify potential prejudice subscales. Findings showed all the hypotheses to be insignificant. The key finding of exploratory analysis is that IS was not significantly related to any of the emotion specific prejudice measures. Main limitations were the sample size and its characteristics. In the future, complex emotions could be examined within this analysis and disgust could be manipulated to see if prejudice towards disgust eliciting groups change.Show less
Primary school textbooks are filled with images and text that provide information about other countries, even if the intention of those books is not to teach about world orientation, but how to...Show morePrimary school textbooks are filled with images and text that provide information about other countries, even if the intention of those books is not to teach about world orientation, but how to read and write. This thesis studied Dutch “Lijn 3” reading and writing books of Malmberg through Multimodal Critical Discourse Analysis (MCDA), which encompasses both textual Critical Discourse Analysis (CDA) and Visual Discourse Analysis (VDA), and found that there is a significant amount of information on China within them. This information is often stereotypical, and corresponds to existing prejudice and humour on China and the Chinese ethnic minority in the Netherlands. Furthermore, interviews with teachers showed that they are aware of harmful effects of stereotypes and prejudice, but they are reluctant to intervene when they encounter stereotypes in books. They prefer to ignore stereotypes because they argue that children do not see them. This incorrect observation, that children are unable to see and understand stereotypes, creates a non-critical environment for children and teachers, in which stereotypes and prejudice teach children a power hierarchy. In this hierarchy, the Caucasian Dutch are dominant, and the rest is subordinate. This thesis suggests that stereotypes in textbooks need to be acknowledged by teachers, and communicated to children, or illustrators and authors need to eliminate stereotypes out of books, in order to change this problematic power hierarchy.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-04-16T00:00:00Z
González, Verkuyten, Weesie, and Poppe (2008) used the integrated threat theory to examine prejudice among Dutch adolescents. This study expanded this research and examined whether the integrated...Show moreGonzález, Verkuyten, Weesie, and Poppe (2008) used the integrated threat theory to examine prejudice among Dutch adolescents. This study expanded this research and examined whether the integrated threat theory is a valid model for both Dutch adolescents (n = 777) and Islamic adolescents (n = 307). Of the Dutch adolescents, 30% indicated having negative attitudes towards Muslims, while 10% of the Islamic adolescents indicated negative attitudes towards the Dutch population. Structural equation modeling indicated that the integrated threat theory is a valid model for both groups. Intergroup anxiety appeared to be the most prominent predictor of negative attitudes, followed by realistic threats and stereotypes. Symbolic threat appeared to be the least prominent factor, for Islamic adolescents not related to negative attitudes at all. Many of the threats mediated the relation between distal variables such as perceived status differences, perceived conflict, contact and willingness for contact, negative experiences and endorsement of multiculturalism. Theoretical and practical implications of these findings are discussed.Show less
