Documentation White German - BEST

Transcription

- German Sample -
Empirical Study of Attitudes towards Black People:
Descriptive Data
Documentation of Scales and Measures
Empirical Study of Attitudes towards Black people: German Sample
Descriptive Data and Documentation of used Scales and Measures
Co-workers of the BEST Empirical Group:
Peary Brug
St. Mary’s College at the University of Surrey, United Kingdom
Anna Chybicka
University of Gdansk, Poland
Marie-Françoise Lacassagne
University of Dijon, France
Randolph Ochsmann
University of Mainz, Germany
Maykel Verkuyten
Utrecht University, Netherlands
Timo Wandert
University of Mainz, Germany
Empirical Study of Attitudes towards Black people:
German Sample
Descriptive Data
Documentation of Scales and Measures
Mainz, 2008
Edited by:
Timo Wandert
The Research of the BEST Project was supported by:
2
Table of Contents
INTRODUCTION................................................................................................................................................. 5
1 METHOD AND PROCEEDING...................................................................................................................... 6
1.1 RECRUITMENT ............................................................................................................................................... 6
1.2 TECHNICAL EQUIPMENT ................................................................................................................................ 6
1.3 DESIGN OF THE QUESTIONNAIRE.................................................................................................................... 6
2 DESCRIPTION OF THE SAMPLE ................................................................................................................ 8
2.1 SELECTION OF THE SAMPLE ........................................................................................................................... 8
2.2 PERSONAL DATA ........................................................................................................................................... 8
2.2.1 Distribution of gender and age............................................................................................................. 8
2.2.2 Marital or partnership status................................................................................................................ 9
2.2.3 Profession and occupation ................................................................................................................... 9
2.2.4 Family income .................................................................................................................................... 10
2.3 CURRENT AND PAST PLACES OF RESIDENCE................................................................................................. 10
2.3.1 Country of residence........................................................................................................................... 10
2.3.2 Country of birth .................................................................................................................................. 10
2.3.3 Citizenship .......................................................................................................................................... 10
2.3.4 Sizes of past and current place of living ............................................................................................. 11
2.4 EDUCATION ................................................................................................................................................. 11
2.4.1 Years in educational institutions ........................................................................................................ 11
2.4.2 Last educational institution attended and highest academic degree .................................................. 12
2.5 LANGUAGE .................................................................................................................................................. 12
2.6 RELIGION AND SPIRITUALITY ...................................................................................................................... 13
2.7 CONTACT TO BLACK PEOPLE ....................................................................................................................... 13
2.8 CONCEPTS OF ‘BLACK’ PEOPLE ................................................................................................................... 14
3 DESCRIPTION OF SCALES AND MEASURES ........................................................................................ 15
3.1 IMPLICIT PERSON THEORY .......................................................................................................................... 15
3.2 RIGHT-WING AUTHORITARIANISM .............................................................................................................. 16
3.3 SOCIAL DOMINANCE ORIENTATION ............................................................................................................ 19
3.4 MULTICULTURAL IDEOLOGY SCALE ........................................................................................................... 20
3.5 OPEN STEREOTYPE LIST ............................................................................................................................... 22
3.6 ATTITUDES TOWARDS BLACKS ................................................................................................................... 23
3.7 ESSENTIALISM SCALE.................................................................................................................................. 26
3.8 PERCEIVED DISCRIMINATION OF BLACK PEOPLE ........................................................................................ 30
3.9 BELIEF IN (PRESENT) RACIAL DISCRIMINATION .......................................................................................... 30
3.10 BELIEF IN (PRESENT) WHITE PRIVILEGE .................................................................................................... 32
3.11 WHITE GUILT ............................................................................................................................................. 32
3.12 WHITE RACIAL IDENTITY .......................................................................................................................... 32
3.13 LIST OF IDENTIFICATIONS .......................................................................................................................... 32
3.14 INDIVIDUAL CONTEXT INFORMATION ........................................................................................................ 33
Personal and family information ................................................................................................................. 33
Education..................................................................................................................................................... 33
Contact to Black people............................................................................................................................... 33
Context of living .......................................................................................................................................... 33
Religion and Religiosity............................................................................................................................... 34
Languages ................................................................................................................................................... 34
APPENDIX A - LANGUAGE VERSIONS OF THE QUESTIONNAIRE .................................................... 35
APPENDIX B - DOCUMENTATION OF CHANGES MADE TO ORIGINAL PUBLISHED SCALES.. 46
IMPLICIT PERSON THEORY ................................................................................................................................. 47
RIGHT-WING AUTHORITARIAN SCALE .............................................................................................................. 47
SOCIAL DOMINANCE ORIENTATION SCALE ...................................................................................................... 48
MULTICULTURAL IDEOLOGY SCALE ................................................................................................................. 48
OPEN-ENDED STEREOTYPE LIST ........................................................................................................................ 49
ATTITUDE TOWARDS BLACKS ........................................................................................................................... 50
ESSENTIALISM SCALE ....................................................................................................................................... 51
3
BELIEF IN (PRESENT) RACIAL DISCRIMINATION ................................................................................................ 51
BELIEF IN (PRESENT) WHITE PRIVILEGE ............................................................................................................ 52
WHITE GUILT .................................................................................................................................................... 52
APPENDIX C – MATERIAL USED FOR RECRUITMENT ........................................................................ 53
REFERENCES.................................................................................................................................................... 57
4
Introduction
This documentation presents the descriptive data and scale analyses of a questionnaire study
on attitudes towards Black people. The study complements an examination of the identities of
Black Europeans that was conducted by the empirical group of the Black European Studies
(BEST) network. As Black Europeans are situated within a context dominated by White
discourses, Black identity in Europe will be influenced by a continuing struggle with White
notions of Blackness and both open and hidden discrimination and racism. To look into this
interplay requires examining White stereotypes and images as well as other attitudes towards
Black people.
White stereotypes and attitudes might affect Black individuals and their identity construction
in various ways. They can facilitate some identity options and exacerbate others. Eagly and
Mladinic (1989) have shown for gender stereotypes that they act as normative expectations
about gender specific social roles and that transgressions of stereotypes entail a negative
evaluation of the transgressor. This can be seen as a reflection of social power relations that
assign only defined roles to women. It can be assumed that similar dynamics are at work
concerning Black people and Black identities. Looking at White attitudes towards and
stereotypes of Black people can thus contribute to the understanding of Black identity, when
they are considered to be limitations and prescriptions Black individuals have to deal with
during identity formation.
5
1 Method and Proceeding
1.1 Recruitment
The questionnaire study on attitudes towards Black people living in Germany was carried out
between February 15 and May 1 2007. Two ways of recruiting participants were employed:
Firstly, messages announcing the study were posted on online bulletin boards and were put up
on several internet sites. The boards and sites contacted ranged from websites connected to
the church to boards for students. The main aim was to announce the study as broadly as
possible. Secondly, posters and leaflets were printed and sent to or put up directly in places
such as universities, public libraries, town council buildings or museums (see Appendix C).
On the posters and leaflets the website of the online study could be found as well as contact
detail for inquiries.
1.2 Technical equipment
The online questionnaire was programmed and made available to the participants with
Umfragecenter 5.1 by Globalpark using the unipark licence. A second, self-programmed
routine was used to check the validity of the participants’ email accounts and to filter spam
mails. Before being able to access the questionnaire, participants had to enter their email
address, to which the routine automatically sent the link to the online questionnaire and a
personalised password needed to log into the questionnaire. Email addresses were saved by
the routine to guarantee that one specific email account could only be used to fill in the
questionnaire once. However, email accounts were not associated with responses given in the
questionnaire. When the questionnaire was filled in completely, passwords lost their validity.
It was possible to pause the filling in of the questionnaire and to log in later again using the
personalised password.
1.3 Design of the questionnaire
The questionnaire was made available to participants on the internet. It consists of different
pages on which the measures and questions were presented. Navigation buttons can be used to
proceed to the next page or return to the previous one. There is also a button to pause the
questionnaire present on every page and a display of how much (in percent) of the
questionnaire has already been completed. In most of the used measures, the answers to the
test items can be entered by clicking on the respective answer category. In some cases,
however, answers have to be typed into specific boxes. When a participant wants to proceed
to the next page, the current page is checked for completeness of answers. If one or more
items are not answered a text message appears in a new window, reminding the participant to
fill in the missing items. However, the completion of each page is not mandatory. After the
reminder, the participant can still proceed to the next page without answering the missing
items. The contents of each page, i.e. the answers to the items, are saved every time the
participant proceeds to the next page.
The questionnaire uses a dynamic structure for some of the items, i.e. some items were not
presented to all of the participants routinely, but only in specific cases. For example, the items
asking for the number of siblings is only presented to participants who specified to have
siblings at all. This filtering is only used in the part about personal information and
demographics. On average, 30 minutes were needed to complete the questionnaire.
The used measures are presented in the following order:
6
1. Individual context information part 1: personal and family information, education
2. List of identifications
3. Implicit Person Theory
4. Right-wing Authoritarianism
5. Social Dominance Orientation
6. Multicultural Ideology Scale
7. Concepts of ‘Black’ people
8. Contact to Black people
9. Open stereotype list
10. Attitudes towards Blacks
11. Essentialism scale
12. Perceived Discrimination
13. Belief in (present) Racial Discrimination
14. Belief in (present) White privileges
15. White guilt
16. White Racial Identity
17. Individual context information part 2: context of life, religion and spirituality, languages
7
2 Description of the sample
2.1 Selection of the sample
A total of 745 persons started to fill in the German language questionnaire. Of these, only
those participants were considered for further analyses who completed more than 90 % of
those questions to be answered by all participants. Of the 544 participants meeting this
criterion, 65 were excluded as they were either younger than 18 years or had not been living
in Germany for at least 10 years. 479 participants were included in the final sample.
2.2 Personal data
2.2.1 Distribution of gender and age
281 (59 %) female and 198 (41 %) male participants took part in the study. The mean age is
26.9 years (SD 9.4), the nine youngest participants are 18 years, the oldest is 70. Table 2.2.1
and figure 2.2.1 display the age distribution of the sample. The majority (73 %) of the sample
is between 19 and 27 years of age.
Tab. 2.2.1: Age distribution in frequency and percent.
Cumult.
Age
Frequency Percent
Percent
18
9
1.9
1.9
19
27
5.6
7.5
Frequency
Percent
43
44
3
3
.6
.6
Cumult.
Percent
92.5
93.1
Age
20
21
42
57
8.8
11.9
16.3
28.2
45
46
1
2
.2
.4
93.3
93.7
22
23
40
43
8.4
9.0
36.5
45.5
47
48
2
2
.4
.4
94.2
94.6
24
25
38
42
7.9
8.8
53.4
62.2
49
50
4
2
.8
.4
95.4
95.8
26
27
28
31
5.8
6.5
68.1
74.5
51
52
1
1
.2
.2
96.0
96.2
28
29
13
14
2.7
2.9
77.2
80.2
53
54
1
2
.2
.4
96.5
96.9
30
31
10
5
2.1
1.0
82.3
83.3
55
56
2
1
.4
.2
97.3
97.5
32
33
5
9
1.0
1.9
84.3
86.2
58
59
1
2
.2
.4
97.7
98.1
34
35
4
3
.8
.6
87.1
87.7
60
62
1
1
.2
.2
98.3
98.5
36
37
2
3
.4
.6
88.1
88.7
64
65
1
3
.2
.6
98.7
99.4
39
40
3
4
.6
.8
89.4
90.2
67
68
1
1
.2
.2
99.6
99.8
41
42
5
3
1.0
.6
91.2
91.9
70
1
.2
100.0
8
60
50
Frequency
40
30
20
10
0
18
20
22
24
26
28
30
32
34
36
39
41
43
45
47
49
51
53
55
58
60
64
67
70
Age in years
Fig. 2.2.1: Distribution of age.
2.2.2 Marital or partnership status
As displayed in table 2.2.2a, about 55 % of the sample live married or unmarried in
partnership and 43 % have no partner.
Tab. 2.2.2a: Marital or partnership status.
Single / no
Unmarried in
partner
partnership
Frequency
204
216
Percent
42.6
45.1
Married living
together
48
10.0
Married living
separated
1
0.2
Divorced
10
2.1
The number of children is depicted in table 2.2.2b. More than 81 % of the sample have no
children, about 8 % have one or two children, and only about 2 % have three or four children.
Tab. 2.2.2b: Number of children.
No
1 child
children
Frequency
392
22
Percent
81.8
4.6
2 children
3 children
4 children
n. s.
18
3.8
5
1.0
3
0.6
39
8.1
2.2.3 Profession and occupation
Table 2.2.3 displays the distribution of the sample with reference to profession and
occupation. About 70 % of the sample is still in education, i.e. school or university students in
most cases. About 15 % work as white-collar employee (“Angestellt”). The remaining 15 %
9
are either unemployed, self-employed (“Selbstständig”), work as state employees
(“Beamtet”), blue-collar workers (“ArbeiterIn”), or do not specify their profession,
respectively mention further professions.
Tab. 2.2.3: Profession and occupation.
Frequency
Percent
Selfemployed
State
employee
Whitecollar
employee
Selbständig
Beamtet
Angestellt
19
4.0
17
3.5
71
14.8
Worker
ArbeiterIn
2
0.4
Education,
school or
studies
Ausbildung
Schule
Studium
334
69.7
Unemployed
Miscellaneous
Nichterwerbstätig
Sonstiges
20
4.2
16
3.3
2.2.4 Family income
The monthly family income – the combined net income of all family members living together
– is displayed in table 2.3.4. About 21 % of the sample have a family income of less than
1,000 € per month. About 48 % earn between 1,000 and 4,000 € per month, and 27 % have an
income of more than 4,000 €. The median is at 2,000 to 2,999 €.
Tab. 2.3.4: Monthly family income in EURO.
Below
1,000 – 2,000 3,000 1,000
1,999
2,999
3,999
Freq.
100
84
74
71
Percent
20.9
17.5
15.4
14.8
4,000 4,999
46
9.6
5,000 7,499
41
8.6
7,500 9,999
19
4.0
10,00015,000
12
2.5
Above
15,000
9
1.9
n. s.
23
4.8
2.3 Current and past places of residence
2.3.1 Country of residence
All participants currently reside in Germany.
2.3.2 Country of birth
All participants were born in Germany. The majority of participant’s fathers (92.1 %) and
mothers (93.1 %) were also born in Germany.
2.3.3 Citizenship
The citizenship of the participants is displayed in table 2.3.3. About 90 % of the participants
possess a German citizenship, 7.5 % possess the citizenship of another EU member state and
the remaining participants possess either the citizenship of a European Non-EU-member state,
of a state of the Americas, or of further states. Multiple citizenships are possible.
Tab. 2.3.3: Citizenship of participants. Several participants possess more than one citizenship.
European
European
German
American
Other
(EU)
(Non EU)
Frequency
433
36
2
2
3
Percent
90.4
7.5
0.4
0.4
0.6
n. s.
2
0.4
10
2.3.4 Sizes of past and current place of living
As displayed in table 2.3.4a, roughly the same number of participants grew up in a large city,
town, small town, or village.
Tab.2.3.4a: Size of places the participants grew up in.
Large city
Town
Frequency
101
135
Percent
21.1
28.2
Small town
129
26.9
Village
114
23.8
In comparison to the places where the participants grew up, a trend to move to larger places
can be identified when looking at the figures of table 2.3.4b, displaying where participants are
living now. A large majority of more than 81 % of the sample now either lives in a large city
or a town and only about 19 % live in a small town or village.
Tab.2.3.4b: Size of places the participants live in now.
Large city
Town
Frequency
185
202
Percent
38.6
42.2
Small town
56
11.7
Village
36
7.5
2.4 Education
2.4.1 Years in educational institutions
The distribution of years spent in educational institutions is displayed in table 2.4.1. The mean
is 15.2 years with a standard deviation of 4.5. The same distribution is illustrated in figure
2.4.1. About 7 % of the sample spent less than 9 years in school – the minimum time needed
to receive a ‘Hauptschule’ degree. About 18 % spent between 10 and 13 years in school and
could have received either a ‘Realschule’ degree or ‘Abitur’, which is (in most cases)
mandatory for any further academic education. About 74 % spent more than 13 years in
educational institutions, i.e. probably went to university. One participant received only one
year of education and one spent 33 years in educational institutions.
Tab. 2.4.1: Years in educational institutions.
Years in
Cumul.
educational
Freq.
Percent
Percent
institutions
n. s.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
1
4
3
6
4
7
7
2
1
1
11
3
23
49
60
0.2
.8
.6
1.3
.8
1.5
1.5
.4
.2
.2
2.3
.6
4.8
10.2
12.5
0.2
1.0
1.7
2.9
3.8
5.2
6.7
7.1
7.3
7.5
9.8
10.4
15.2
25.5
38.0
Years in
educational
institutions
15
16
17
18
19
20
21
22
23
24
25
26
27
28
33
Freq.
69
57
49
41
24
21
10
4
9
6
2
1
1
2
1
Percent
14.4
11.9
10.2
8.6
5.0
4.4
2.1
.8
1.9
1.3
.4
.2
.2
.4
.2
Cumul.
Percent
52.4
64.3
74.5
83.1
88.1
92.5
94.6
95.4
97.3
98.5
99.0
99.2
99.4
99.8
100.0
11
40
Frequency
30
20
10
0
0
5
10
15
20
25
30
Years in education
Fig. 2.4.1: Years in educational institutions.
2.4.2 Last educational institution attended and highest academic degree
Table 2.4.2a displays the last educational institution attended. About 67 % attend or attended
university and about 24 % attended Gymnasium. About 3 % only attended ‘Hauptschule’ or
‘Realschule’ without moving on to a higher academic institution.
Tab. 2.4.2a: Last educational institution attended.
Elementary
Lower
Middle
school
Secondary
Secondary
school
school
Frequency
Percent
Grundschule
1
0.2
Hauptschule
1
0.2
Realschule
13
2.7
Upper
Secondary
school
University
Miscallaneous
Abitur
117
24.4
Studium
323
67.4
Sonstiges
23
4.8
Corresponding to the last educational institution attended, a large majority of 91 % of the
participants at least have received ‘Abitur’ and more than 22 % have earned a university
degree, as displayed in table 2.4.2b. All in all, the sample has a very high level of education
and only a small minority of 8 % did not at least reach ‘Abitur’ level.
Tab. 2.4.2b: Highest academic level reached.
Elementary
Lower
Middle
school
Secondary
Secondary
school
school
Frequency
Percent
Grundschule
2
0.4
Hauptschule
3
0.6
Realschule
33
6.9
Upper
Secondary
school
University
PhD
Miscallaneous
Abitur
329
68.7
Studium
95
19.8
Promotion
11
2.3
Sonstiges
6
1.3
2.5 Language
A large majority of 433 participants (90 %) speaks German at home and 477 participants
(more than 99 %) speak German better than any other language.
12
2.6 Religion and Spirituality
Table 2.6 displays the religion of the participants. Two larger groups can be identified: about
65 % of the sample are Christians and about 31 % does not belong to any religion. A smaller
group of three participants are Muslims, eleven specify to have a further, not mentioned
religion, and three Buddhists as well as two Jews are also part of the sample.
Tab.2.6a : Religion.
Frequency
Percent
Buddhist
Christian
Jewish
Muslim
3
0.6
311
64.9
2
0.4
3
0.6
Other
Religion
11
2.3
No
Religion
149
31.1
About 58 % of the sample are at least a bit – even if ‘not very’ – religious or spiritual,
whereas 42 % are not religious at all. Only about 5 % are very religious and about 53 % are
somewhat or not very religious, as displayed in table 2.6b.
Tab.2.6b : Participant’s religiosity or spirituality.
Somewhat
Very religious
religious
Frequency
22
103
Percent
4.6
21.5
Not very
religious
152
31.7
Not at all
religious
201
42.0
n. s.
1
0.2
As presented in table 2.6c the religiosity or spirituality of the participant’s families is very
similar to the religiosity of the participants.
Tab. 2.6c: Participant’s family religiosity or spirituality.
Somewhat
Very religious
religious
Frequency
17
93
Percent
3.5
19.4
Not very
religious
174
36.3
Not at all
religious
194
40.5
n. s.
1
0.2
Despite the large group of religious participants, about 57 % of the sample does usually not
attend religious services at all and further 33 % only on special occasions, as is depicted in
table 2.6d. Only about 9 % attend religious service at least several times a month.
Tab. 2.6d: Attendance of religious service.
Several
Once a
times a
week
week
Frequency
2
16
Percent
0.4
3.3
Several
times a
month
27
5.6
Only on
special
occasions
157
32.8
Usually not
/ Not at all
n. s.
275
57.4
2
0.4
2.7 Contact to Black people
Table 2.8a displays how often participants see Black people in everyday life. About 77 % see
Black people several times a week at minimum, almost 15 % several times a month, and
about 8 % see Black people only several times a year or less frequently.
Tab. 2.8a: Seeing Black people.
Frequency
Percent
Almost
never
Several
times a year
11
2.3
29
6.1
Several
times a
month
72
15.0
Several
times a
week
225
47.0
Several
times a day
142
29.6
13
As depicted in table 2.8b, about 54 % of the sample have contact to Black people not more
frequently than several times a year. About 22 % of the participants have contact several
times a month and a further 25 % at least weekly.
Tab. 2.8b: Contact to Black people.
Frequency
Percent
Almost
never
Several
times a year
161
33.6
100
20.9
Several
times a
month
105
21.9
Several
times a
week
77
16.1
Several
times a day
36
7.5
Although about 92 % of the participants see Black people at least several times a month,
about 76 % of the participants have contact to Black people only several times a month or less
– and one third even very infrequently.
2.8 Concepts of ‘Black’ people
Table 2.8a displays what comes to the minds of the participants when thinking of ‘Black’
people. A majority of about 81 % thinks of people with a ‘dark skin’, followed by about 74 %
thinking of people of ‘African origin’. A smaller group of 33 % thinks of anyone with a
‘brown skin’ and 3 % think of any person with a ‘non-white skin’. Other categories were
mentioned only very infrequently.
Tab. 2.8a: Concepts of ‘Black’ people.
Freq.
Perc.
African
origin
Dark
skin
Brown
skin
Non
white
skin
Turkish
origin
Asian
origin
Jewish
Roma
354
73.9
387
80.8
158
33.0
16
3.3
2
0.4
2
0.4
0
0.0
2
0.4
Anyone
with
black
hair
3
0.6
14
3 Description of scales and measures
In the following, the scales and measures used in the study are presented. Several scales were
shortened in comparison to the original versions, and terms and phrases typical of an
American context, in which most of the scales had been developed, have been adapted to a
European context. The original forms of the scales can be found in the publications cited
below and, in addition, a documentation of the changes made for the present study is given in
Appendix B. For a better understanding, only the English versions of the scales are presented
here. For translations into Dutch, French, German, and Polish, please see Appendix A.
3.1 Implicit Person Theory
Taken from
Dweck, C.S., Levy, S.R. & Stroessner, S. J. (1998). Stereotype Formation and Endorsement:
The Role of Implicit Theories. Journal of Personality and Social Psychology, 74, 1421 –
1436.
Description
This Implicit Person Theory scale (IPT) measures in how far participants perceive people in
general to be able to change over time or to stay the same.
Scoring
1 (Disagree)
2 (Disagree somewhat)
3 (Neutral)
4 (Agree somewhat)
5 (Agree)
The scale
1. The kind of person someone is, is something very basic about them and it can’t be changed
very much.
2. People can do things differently, but the important parts of who they are can’t really be
changed.
3. Everyone is a certain kind of person and there is not much that can be done to really change
that.
Test characteristics
Reliabilities in original publication
Cronbach’s alpha:
.93
Reliabilities in present study
Cronbach’s alpha:
.81
Item analysis
The item statistics for all items are displayed in table 3.1a.
Tab. 3.1a: Item statistics of the IPT (N = 479).
Item
IPT1
Mean
3.08
Std. Deviation
1.102
IPT2
3.09
1.050
IPT3
2.69
1.124
15
The item analysis of the IPT scale is displayed in table 3.1b. All items possess good to
excellent discriminative power and the deletion of any item would decrease Cronbach’s alpha
below its current value of .81. Item selection, consequently, does not seem necessary. Scale
mean is 8.9, standard deviation is 2.8.
Tab. 3.1b: Item analysis of the IPT (N = 479).
Item
IPT1
Scale Mean if
Item Deleted
5.78
Scale
Variance if
Item Deleted
3.642
Corrected
Item-Total
Correlation
.706
Cronbach's
Alpha if Item
Deleted
.701
IPT2
5.77
4.074
.625
.784
IPT3
6.17
3.690
.665
.745
Factor analysis
Using the Kaiser-Guttman criterion, an explorative PCA results in one single factor with an
eigenvalue above 1, explaining 72.9 % of the variance.
Conclusive evaluation
The good reliability of the scale is stressed by the results of the factor analysis underlining its
internal consistency. The scale can be used for further analyses without any changes.
3.2 Right-Wing Authoritarianism
Taken from:
Altemeyer, B. (1994). Reducing prejudice in right-wing authoritarians. In M. P. Zanna & J.
M. Olson (Eds.), The psychology of prejudice: The Ontario symposium (pp. 131-148).
Hillsdale, NJ: Lawrence Erlbaum Associates.
German translation:
Funke, F. (2005). The dimensionality of right-wing authoritarianism: Lessons from the
dilemma between theory and measurement. Political Psychology, 26, 195-218.
Description
The Right-wing Authoritarianism scale (RWA) measures the level in which people possess
authoritarian attitudes, i.e. a) the submission to the authorities who are perceived to be
established and legitimate in the society in which one lives; b) a general aggressiveness,
directed against various persons, that is perceived to be sanctioned by established authorities;
and c) a high degree of adherence to the social conventions that are perceived to be endorsed
by society and its established authorities.
Scoring
1 (Very strongly disagree)
2 (Strongly disagree)
3 (Disagree)
4 (Slightly disagree)
5 (Neutral)
6 (Slightly agree)
7 (Agree)
8 (Strongly agree)
9 (Very strongly agree)
16
The scale
Original English version (10 items):
1. The way things are going in this country, it’s going to take a lot of “strong medicine” to
straighten out the troublemakers, criminals, and perverts.
2. People should pay less attention to the Bible and the other traditional forms of religious
guidance and instead develop their own personal standards of what is moral and immoral.
(Reversed)
3. It would be best for everyone if the proper authorities censored magazines and movies to
keep trashy material away from the youth.
4. There is nothing wrong with premarital sexual intercourse. (Reversed)
5. Obedience and respect for authority are the most important virtues children should learn.
6. Once our government leaders and the authorities condemn the dangerous elements in our
society, it will be the duty of each patriotic citizen to help stomp out the rot that is poisoning
our country from within.
7. In these troubled times, laws have to be enforced without mercy, especially when dealing
with the agitators and revolutionaries who are stirring things up.
8. Atheists and others who have rebelled against the established religions are no doubt every
bit as good and virtuous as those who attend church regularly. (Reversed)
9. The self-righteous “forces of law and order” threaten freedom in our country a lot more
than the groups they claim are “radical” and “godless”. (Reversed)
10. A lot of rules regarding modesty and sexual behaviour are just customs which are not
necessarily any better or holier than those which other people follow. (Reversed)
German version (12 items):
1. Man sollte alten, traditionellen Glaubenssätzen weniger Beachtung schenken und
stattdessen seine persönlichen Moralvorstellungen über Gut und Böse entwickeln. (Reversed)
2. Was wir in unserem Land anstelle von mehr Bürgerrechten wirklich brauchen, ist eine
anständige Portion Recht und Ordnung.
3. Die Zeiten, in denen Frauen sich Konventionen unterordnen mussten, sollten ein für alle
Mal vorbei sein. (Reversed)
4. Die Abkehr von der Tradition wird sich eines Tages als fataler Fehler herausstellen.
5. Es gibt kein Verbrechen, das die Todesstrafe rechtfertigen würde. (Reversed)
6. Gehorsam und Achtung vor der Autorität sind die wichtigsten Tugenden, die Kinder lernen
sollten.
7. Gleichgeschlechtliche Lebensgemeinschaften sollten der Ehe in jeder Hinsicht
gleichgestellt werden. (Reversed)
8. Was unser Land wirklich braucht, ist einen starken, entschlossenen Kanzler, der uns wieder
auf unseren richtigen Weg bringt.
9. Es ist gut, dass die jungen Leute heutzutage größere Freiheiten haben, ihr eigenes Ding zu
machen und gegen Dinge zu protestieren, die sie nicht mögen. (Reversed)
10. Tugendhaftigkeit und Gesetzestreue bringen uns auf lange Sicht weiter als das ständige
Infragestellen der Grundfesten unserer Gesellschaft.
11. Es ist wichtig, die Rechte von Radikalen und Abweichlern in jeder Hinsicht zu wahren.
(Reversed)
12. Die wahren Schlüssel zum guten Leben sind Gehorsam, Disziplin und Tugend.
Reliability in original publication
Cronbach’s alpha:
.80
17
Reliability in present study
Cronbach’s alpha:
.79
Item analysis
The item statistics of the Right-wing Authoritarianism scale are displayed in table 3.5a below.
Tab. 3.5a: Item statistics of the RWA. (N =
479)
Item
RWA1
Mean
3.03
Std. Deviation
1.315
RWA2
2.46
1.270
RWA3
1.81
1.061
RWA4
3.10
1.203
RWA5
2.38
1.618
RWA6
2.83
1.323
RWA7
2.45
1.520
RWA8
3.18
1.347
RWA9
2.24
.963
RWA10
3.12
1.274
RWA11
3.60
1.272
RWA12
2.58
1.108
The item analysis of the Right-wing Authoritarianism scale is displayed in table 3.5b. Except
for item RWA3, all items possess sufficient to moderate discriminative power. The deletion
of item RWA3, however, would hardly affect Cronbach’s alpha, which is currently .79. Thus,
item selection might be considered, but does not seem to be mandatory. Scale mean is 32.8,
standard deviation is 8.4.
Tab. 3.5b: Item analysis of the RWA. N =479.
Item
RWA1
Scale Mean if
Item Deleted
29.75
Scale
Variance if
Item Deleted
62.914
Corrected
Item-Total
Correlation
.306
Cronbach's
Alpha if Item
Deleted
.784
RWA2
30.32
58.938
.537
.761
RWA3
30.97
66.606
.190
.792
RWA4
29.68
60.432
.489
.766
RWA5
30.40
58.588
.396
.777
RWA6
29.95
58.217
.548
.759
RWA7
30.33
59.141
.409
.775
RWA8
29.60
59.688
.457
.769
RWA9
30.54
63.788
.410
.775
RWA10
29.66
58.470
.561
.758
RWA11
29.18
63.263
.303
.784
RWA12
30.20
59.961
.573
.759
Factor analysis
An explorative PCA was conducted, which resulted in three factors with eigenvalues larger
than 1. The less strict Scree test, however, would suggest only one single factor explaining
31.8 % of the total variance.
18
Both analysis of internal consistency and factor analysis suggest a valid and reliable scale.
Though one item might be excluded due to its item characteristics, the scale would not profit
substantially from this deletion. Thus, even without any changes made, the RWA scale might
be used further analysis.
3.3 Social Dominance Orientation
Taken and adapted from:
Sidanius, Jim and Pratto, Felicia (2001). Social Dominance: An Intergroup Theory of Social
Hierarchy and Oppression. Cambridge: Cambridge University Press
German translation:
Cohrs, J. C., Kielmann, S. O., Moschner, B. & Maes, J. (2002). Befragung zum 11. September
2001 und den Folgen: Grundideen, Operationalisierungen und deskriptive Ergebnisse der
ersten Erhebungsphase (Berichte aus der Arbeitsgruppe "Verantwortung, Gerechtigkeit,
Moral", Nr. 148). Trier: Universität Trier, Fachbereich I - Psychologie.
Description
The Social Dominance Orientation (SDO) scale measure the participant’s preference for
hierarchy within any given social system.
Scoring
1 (Disagree completely)
2 (Disagree)
4 (Neutral)
5 (Agree somewhat)
6 (Agree)
7 (Agree completely)
The scale
1. In getting what you want, it is sometimes necessary to use force against other groups.
2. To get ahead in life, it is sometimes necessary to step on other groups.
3. It’s probably a good thing that certain groups are at the top and other groups are at the
bottom.
4. Sometimes other groups must be kept in their place.
5. Group equality should be our ideal. (Reversed)
6. We should do what we can to equalize conditions for different groups. (Reversed)
7. We would have fewer problems if we treated people more equally. (Reversed)
8. No group should dominate in society. (Reversed)
Cronbach’s alpha:
.87
Cronbach’s alpha:
.86
19
Item analysis
Table 3.3a provides the item statistics for all items of the SDO scale.
Tab. 3.3a: Item statistics of the SDO (N = 479).
Item
SDO1
Mean
3.73
Std. Deviation
1.575
SDO2
3.22
1.662
SDO3
2.73
1.546
SDO4
2.92
1.566
SDO5
3.58
1.646
SDO6
2.88
1.361
SDO7
2.94
1.694
SDO8
2.84
1.514
The item analysis of the SDO scale is displayed in table 3.3b. All items possess moderate to
good discriminative power and the deletion of any of them would decrease Cronbach’s alpha
below its current value of .86. Thus, item selection does not seem necessary. Scale mean is
24.9, standard deviation is 9.0.
Tab. 3.3b: Item analyses of the Centrality subscale of the MIBI (N = 479).
Item
SDO1
Scale Mean if
Item Deleted
21.11
Scale
Variance if
Item Deleted
63.947
Corrected
Item-Total
Correlation
.583
Cronbach's
Alpha if Item
Deleted
.851
SDO2
21.63
63.130
.576
.852
SDO3
22.12
62.482
.665
.841
SDO4
21.93
62.113
.671
.841
SDO5
21.27
63.637
.563
.853
SDO6
21.97
64.949
.653
.844
SDO7
21.91
63.017
.566
.853
SDO8
22.01
63.253
.647
.844
Factor analysis
An explorative PCA was conducted, which resulted in two factors with eigenvalues larger
than 1. A Scree plot would, however, suggest the existence of only one single factor
explaining 51.7 % of the total variance.
Conclusive Evaluation
The good internal consistence of the SDO scale is underlined by the results of the factor
analysis resulting in one main factor. Both reliability and validity can be considered high
enough for further analyses using the scale.
3.4 Multicultural Ideology Scale
Berry, J.W., & Kalin, R. (1995). Multicultural and Ethnic Attitudes in Canada. Canadian
Journal of Behavioral Science, 27, 301-320.
20
Description
The Multicultural Ideology Scale (MIS) assesses support for having a culturally diverse
society, in which ethno-cultural groups maintain and share their cultures with others.
Scoring
1 (Disagree completely)
2 (Disagree)
4 (Neutral)
5 (Agree somewhat)
6 (Agree)
7 (Agree completely)
The scale
MCI1. Minorities deserve to get support in maintaining their culture in Germany.
MCI2. It is the best for Germany if ethnic minorities quickly give-up (forget) their cultural
background. (Reversed)
MCI3. A society with different cultural groups is better able to address new problems.
MCI4. The idea of a single German community is being weakened by the minorities who hold
on to their old customs and traditions. (Reversed)
MCI5. If minorities want to hold on to their old customs and traditions, then they should do it
in private. (Reversed)
MCI6. Native German people have to make a greater effort to try and understand the customs
and traditions of minorities.
MCI7. Minority parents should encourage their children to honour the customs and traditions
of their parents’ homeland.
MCI8. People who come to live in Germany should adapt their behaviour to that of the
Germans. (Reversed)
MCI9. Minorities should interact with native German people as much as possible.
MCI10. Native German people have to do more to try and have contact with minorities.
Cronbach’s alpha:
.80
Reliability in present study
Cronbach’s alpha:
.85
Item analysis
The item statistics of the Multicultural Ideology scale are displayed in table 3.4a below.
Tab. 3.4a: Item statistics of the
Multicultural Ideology scale. N = 497.
Item
MCI1
Mean
4.73
Std. Deviation
1.421
Item
MCI6
Mean
4.81
Std. Deviation
1.500
MCI2
5.30
1.316
MCI7
4.36
1.229
MCI3
4.87
1.381
MCI8
3.13
1.334
2.19
1.016
5.41
1.395
MCI4
5.13
1.560
MCI9
MCI5
4.13
1.652
MCI10
21
The item analysis of the Multicultural ideology scale is displayed in table 3.4b. Except for
item MCI9, all items possess moderate to good discriminative power. The deletion of item
MCI8, which has a discriminative power of .052, would increase Cronbach’s alpha from
currently .85 to .87. Its deletion might be considered. Scale mean is 44.1, standard deviation is
9.1.
Tab. 3.4b: Item analysis of the Multicultural Ideology scale. N = 479.
Item
MCI1
Scale Mean if
Item Deleted
39.33
Scale
Variance if
Item Deleted
64.118
Corrected
Item-Total
Correlation
.757
Cronbach's
Alpha if Item
Deleted
.821
MCI2
38.76
66.529
.703
.827
MCI3
39.19
66.281
.675
.829
MCI4
38.92
66.266
.577
.838
MCI5
39.93
65.292
.575
.839
MCI6
39.25
65.521
.642
.832
MCI7
39.70
69.990
.577
.838
MCI8
40.93
69.357
.550
.840
MCI9
41.87
81.374
.052
.872
MCI10
38.65
71.497
.420
.851
Factor analysis
An explorative PCA rotation was conducted. The use of the Kaiser-Guttman criterion would
result in two factors with an eigenvalue larger than 1. However, a Scree test would clearly
favour a one factor solution, the single factor explaining 45.3 % of the total variance.
The MCI possesses good internal consistency and assesses mainly one single underlying
factor. Because of the overall good reliability of the scale, the deletion of item MCI9 does not
seem mandatory. It can be used for future analyses without any further changes.
3.5 Open stereotype list
Zanna, M.P. (1994). On The Nature of Prejudice. Canadian Psychology, 34, 11- 23.
Description
The open stereotype list assesses which stereotypes about Black people are known by the
participants, how the stereotypes are evaluated, and how typical of Black people the
stereotypes are considered.
The stereotype list consists of three parts:
1) Participants are asked to name up to ten characteristics usually considered typical of Black
people. They do not have to agree to the characteristics.
2) Each participant evaluates all characteristics he or she has named before with regard to the
favourableness of the characteristics.
22
3) For each characteristic named, the participant rates in percent how typical it is of Black
people.
Scoring
Eventually, a sum stereotype score is computed for every participant. For each named
characteristic, the evaluation (between -2 and +2) is multiplied with the typicality divided by
100 (between 0 and 1). The products of all named characteristics are added and divided by the
number of characteristics.
The scale
1.) Now we are interested in the characteristics that white people use in describing Black
people in Germany. Please provide a list of characteristics white people in Germany most
often use to describe a typical Black person in Germany.
PLEASE NOTE: You DO NOT have to agree to the list of characteristics you provide,
please also list characteristics you might consider to be false. We are interested in which
characteristics of Black people are known by white people in general.
Your description should consist of a list of up to seven characteristics or, if necessary,
short phrases. All your answers will be treated confidently, please give honest answers to
support our research.
2.) Now please decide for each characteristic you listed whether it is favourable,
unfavourable, or neutral, as normally used to describe people. There may be several
usages or criteria to consider in determining the degree of favourableness implied by a
given characteristic. We want only a global or “average” rating, so give us your
immediate first impression, and don’t spend too much time on any single one.
[
[
[
[
[
] Very favourable
] Favourable
] Neutral
] Unfavourable
] Very Unfavourable
3.) Some of the characteristics of Black people might be more typical than others. We are
now interested in how typical you think the characteristics you provided are for Black
people in Germany. Please think of a typical Black person in Germany and indicate the
percentage (0 % - 100 %) of Black people in Germany to which each characteristic
applies.
3.6 Attitudes Towards Blacks
Brigham, J.C. (1993). College Students’ Racial Attitudes. Journal of Applied Social
Psychology, 23, 1933 – 1967.
Description
The Attitudes Towards Blacks scale (ATB) measures the negative behaviour (discomfort in
close interactions is measured too) towards Black people.
23
The scale
1. If a black were put in charge of me, I would not mind taking advice and direction from him
or her.
2. If I had a chance to introduce black visitors to my friends and neighbours, I would be
pleased to do so.
3. I would rather not have blacks live in the same neighbourhood I live in. (Reversed)
4. I would probably feel somewhat self-conscious dancing with a black in a public place.
(Reversed)
5. I would not mind it at all if a black family with about the same income and education as me
moved in next door.
6. I think that black people living in Germany look more similar to each other than white
people do. (Reversed)
7. Interracial marriage should be discouraged to avoid the “who-am-I?” confusion which the
children feel. (Reversed)
8. I get very upset when I hear a white make a prejudicial remark about blacks.
9. I favour open housing laws that allow more racial integration of neighbourhoods.
10. It would not bother me if my new roommate was black.
11. It is likely that blacks will bring violence to neighbourhoods when they move in.
(Reversed)
12. I enjoy a funny racial joke, even if some people might find it offensive. (Reversed)
13. The German governments should take decisive steps to override the injustices blacks
suffer at the hands of local authorities.
14. Black and white people are inherently equal.
15. Black people are demanding too much too fast in their push for equal rights in Germany.
(Reversed)
16. Whites should support blacks in their struggle against discrimination and segregation in
Germany.
17. Generally, blacks are not as smart as whites. (Reversed)
18. I worry that in the next few years I may be denied my application for a job or a promotion
because of preferential treatment given to minority group members. (Reversed)
19. Racial integration (of schools, businesses, residences, etc.) has benefitted both whites and
blacks.
20. Some blacks in Germany are so touchy about race that it is difficult to get along with
them. (Reversed)
Scoring
1 (Strongly Agree)
2 (Agree)
3 (Agree somewhat)
4 (Neutral)
6 ( Disagree)
7 (Strongly Disagree)
Cronbach’s alpha:
.88
24
Cronbach’s alpha
.89
Item analysis
Table 3.6a displays the items statistics for the items of Attitudes Towards Blacks scale.
Tab. 3.6a: Item statistics for ATB scale. (N
= 479).
Item
ATB1
Mean
1.63
Std. Deviation
1.124
ATB2
1.95
1.146
ATB3
1.44
.957
ATB4
1.97
1.482
ATB5
1.56
1.164
ATB6
3.46
1.661
ATB7
1.80
1.203
ATB8
2.24
1.401
ATB9
2.22
1.282
ATB10
2.07
1.384
ATB11
2.43
1.415
ATB12
3.55
1.910
ATB13
2.24
1.288
ATB14
1.98
1.499
ATB15
2.54
1.474
ATB16
2.13
1.167
ATB17
1.53
.932
ATB18
2.09
1.519
ATB19
1.99
1.233
ATB20
3.45
1.547
Table 3.6b displays the item analysis of the ATB scale. All items possess moderate to good
discriminative power – except for item ATB6 having a power of .274. Cronbach’s alpha
currently has a value of .89, which cannot be improved by the deletion of any item, so that
item selection does not seem necessary. Scale mean is 44.3, standard deviation is 15.5.
Tab. 3.6b: Item analysis of the ATB. N = 479.
Item
ATB1
Scale Mean if
Item Deleted
42.64
Scale
Variance if
Item Deleted
220.859
Corrected
Item-Total
Correlation
.552
Cronbach's
Alpha if Item
Deleted
.885
ATB2
42.31
222.592
.487
.887
ATB3
42.82
221.170
.649
.884
ATB4
42.30
218.694
.448
.888
ATB5
42.70
227.393
.336
.890
ATB6
40.80
224.180
.274
.895
ATB7
42.46
216.492
.639
.882
ATB8
42.03
215.162
.570
.884
ATB9
42.05
214.349
.654
.882
ATB10
42.19
213.860
.612
.883
25
Item
ATB11
Scale Mean if
Item Deleted
41.84
Scale
Variance if
Item Deleted
216.863
Corrected
Item-Total
Correlation
.520
Cronbach's
Alpha if Item
Deleted
.885
ATB12
40.71
217.532
.344
.894
ATB13
42.03
218.388
.539
.885
ATB14
42.29
220.000
.412
.889
ATB15
41.73
212.254
.608
.883
ATB16
42.13
215.842
.681
.881
ATB17
42.73
221.330
.662
.883
ATB18
42.18
214.064
.544
.885
ATB19
42.28
217.591
.589
.884
ATB20
40.82
218.339
.433
.888
Factor analysis
An exploratory PCA resulted in three factors with eigenvalues above 1. A Scree plot,
however, clearly indicates the existence of only one main factor, which explains 36.1 % of the
total variance.
The good internal consistency of the ATB scale is underlined by the one factor solution
suggested by factor analysis. The scale can be used for further analysis without any changes
or hesitations.
3.7 Essentialism Scale
Verkuyten, M. & Brug, P. (2004). Multiculturalism and Group Status: The Role of Ethnic
Identification, Group Essentialism and Protestant Ethic. European Journal of Social
Psychology, 34, 647-661.
Description
The scale focuses on the perceived essentialism of groups, i.e. how far the norms, behaviours
and future of both groups and their members are perceived to be influenced by an underlying
essence of some kind (e.g. genetic or cultural predisposition).
Scoring
For each item the answer possibilities are different and depend on the specific item. All
answers have a range from 1 to 7 with the middle at 4.
The scale
Note: Each of the following items was asked for each these four groups: Black people, White
people, people of Turkish descent, Jews)
Introduction
For the following four questions, please answer the questions with regard to socio-cultural
groups in Germany. For all groups, please indicate the number that best represents your
answer. Even if you don’t know these people personally, please try to answer from what you
know about them.
26
ESS1. With some groups, the cultural plays a major role in how the people act and behave,
whereby people from that group rarely change how they are.
According to you, how is that with regard to (Black people, White people, People of Turkish
descent, Jews)
ESS2. Regardless of the individual differences of people from a particular group, the people
within that group are basically the same.
descent, Jews)
ESS3. It is just a fact of life that some groups are different than to other groups.
descent, Jews)
ESS4. Some groups will always be as they are (they won’t change).
descent, Jews)
Cronbach’s alpha (for Muslims as target group):
Majority group participants: .76
Minority group participants: .75
Cronbach’s alpha
Black people:
White people:
People of Turkish descent:
Jews:
.57
.46
.66
.63
Item analysis
Separate item analyses were conducted for all of the four target groups, which are presented
below.
Essentialism of Black people
Table 3.7a depicts the item statistics for the essentialism of Black people scale.
Tab. 3.7a: Item statistics for Essentialism
of Black people scale. N = 497.
Item
ESS1_BL
Mean
3.82
Std. Deviation
1.278
ESS2_BL
3.24
1.720
ESS3_BL
3.72
1.483
ESS4_BL
3.33
1.225
The item analysis of the Essentialism of Black people scale is displayed in table 3.7b. Except
for item ESS2_BL, whose discriminative power is just below the critical threshold of .3, all
items possess sufficient to moderate discriminative powers. The deletion of any item would
27
decrease Cronbach’s alpha below its current value of .57, so that even the exclusion of
ESS2_BL does not seem necessary. However, with or without changes made, the reliability of
this scale is beneath acceptability. Scale mean is 14.1, standard deviation is 3.8.
Tab.3.7b : Item analysis for Essentialism of Black people scale. N = 497.
Item
ESS1_BL
Scale Mean if
Item Deleted
10.28
Scale
Variance if
Item Deleted
10.077
Corrected
Item-Total
Correlation
.341
Cronbach's
Alpha if Item
Deleted
.509
ESS2_BL
10.87
8.548
.295
.564
ESS3_BL
10.39
8.941
.376
.477
ESS4_BL
10.78
9.680
.432
.447
Essentialism of White people
The item statistics for the Essentialism of White people scale are provided in table 3.7c.
Tab. 3.7c: Item statistics for Essentialism of
White people scale. N = 479.
Item
ESS1_WH
Mean
3.92
Std. Deviation
1.479
ESS2_WH
3.25
1.847
ESS3_WH
3.50
1.541
ESS4_WH
3.58
1.413
The item analysis of the Essentialism of White people scale is displayed in table 3.7d. The
discriminative power of two items is below .30, the value usually considered the necessary
minimum, and the discriminative power of the remaining two items is hardly above .3. The
deletion of any item would decrease Cronbach’s alpha below its current value of .46.
Consequently, with or without changes made, the reliability of this scale is beneath
acceptability. The scale mean is 14.3, standard deviation is 3.9.
Tab. 3.7d: Item analysis of Essentialism of White people scale. N = 479.
Item
ESS1_WH
ESS2_WH
ESS3_WH
ESS4_WH
Scale Mean if
Item Deleted
10.33
11.00
10.76
10.67
Scale
Variance if
Item Deleted
10.131
9.226
10.611
10.404
Corrected
Item-Total
Correlation
.306
.228
.220
.307
Cronbach's
Alpha if Item
Deleted
.348
.433
.426
.350
Essentialism of People of Turkish descent
The item statistics for the Essentialism of People of Turkish descent scale are provided in
table 3.7e.
28
Tab. 3.7e: Item statistics for Essentialism of
people of Turkish descent scale. N = 479.
Item
ESS1_TU
Mean
5.68
Std. Deviation
1.248
ESS2_TU
3.71
1.856
ESS3_TU
ESS4_TU
4.37
4.16
1.637
1.617
The item analysis of the Essentialism of people of Turkish descent scale is displayed in table
3.7f. All items possess sufficient to moderate discriminative powers and the deletion of any
item would decrease Cronbach’s alpha below its current value of .66. Item selection does not
seem necessary. Scale mean is 17.9, standard deviation is 4.5.
Tab. 3.7f: Item analysis of Essentialism of people of Turkish descent scale. N = 497.
Item
ESS1_TU
Scale Mean if
Item Deleted
12.23
Scale
Variance if
Item Deleted
14.530
Corrected
Item-Total
Correlation
.456
Cronbach's
Alpha if Item
Deleted
.598
ESS2_TU
14.20
12.071
.381
.649
ESS3_TU
13.55
12.646
.438
.596
ESS4_TU
13.75
11.906
.529
.532
Essentialism of Jews
The item statistics for the Essentialism of Jews scale are provided in table 3.7g.
Tab. 3.7g: Item statistics for Essentialism of
Jews scale. N = 479.
Item
ESS1_JE
Mean
4.56
Std. Deviation
1.479
ESS2_JE
3.46
1.806
ESS3_JE
3.66
1.575
ESS4_JE
3.83
1.440
The item analysis of the Essentialism of Jews scale is displayed in table 3.7h. All items
possess sufficient to moderate discriminative powers and the deletion of any item would
either decrease Cronbach’s alpha below its current value of .63 or would not affect it. Item
selection does not seem necessary. Scale mean is 15.5, standard deviation is 4.4.
Tab. 3.7h: Item analysis of Essentialism of Jews scale. N = 497.
Item
ESS1_JE
Scale Mean if
Item Deleted
10.94
Scale
Variance if
Item Deleted
12.124
Corrected
Item-Total
Correlation
.457
Cronbach's
Alpha if Item
Deleted
.533
ESS2_JE
12.05
11.659
.332
.632
ESS3_JE
11.85
12.159
.399
.572
ESS4_JE
11.67
12.104
.483
.517
Taken together, for White people as well as Black people as target groups, reliability is below
acceptability, even if for Black people Cronbach’s alpha is only marginally below the critical
value of .60. For people of Turkish descent and Jews as target groups, the internal consistency
is also rather low, but still within the limit allowing to use these scales.
29
Factor analysis
For all four used Essentialism scales, explorative PCAs were conducted. Using the KaiserGuttman criterion, they resulted in single factor solutions for all four scales, the respective
factors explaining 44.7 % (Black people), 38.7 % (White people), 50.7 % (people of Turkish
descent, and 48.5 % (Jews) of the total variance.
Whereas the factorial validation of the Essentialism scales suggests the usability of all four
scales, only the internal consistencies of the Essentialism of people of Turkish descent and of
Jews are good enough for the scales to be used for further analyses. As the alpha of the
Essentialism of Black people scale is only marginally smaller than the critical value of .6, this
scale might also be used in further analyses, if the respective results are discussed very
carefully. The Essentialism of White people scale, however, should not be used for further
analyses due to its low reliability.
3.8 Perceived Discrimination of Black People
The following item assesses the level of anti-Black discrimination White people perceive.
Mean of the item is 2.8 on a 5-point rating scale, standard deviation is 1.3.
Even if the number of non-white persons in Europe is increasing, I will always identify with
other white persons.
3.9 Belief in (present) Racial Discrimination
Iyer, A., Leach, C.W. & Crosby, F.J. (2003) White Guilt and Racial Compensation: The
Benefits and Limits of Self-Focus. Society for Personality and Social Psychology Bulletin, 29,
117-129.
Description
The Belief in (present) Racial Discrimination scale (BRD) measures the belief in the
existence of present racial discrimination against Black people.
Scoring
1 (Never)
2 (hardly)
3 (sometimes)
4 (often)
5 (extremely often)
The scale
How often do you think Blacks in Germany experience discrimination …
1)
… in the work force?
2)
… from the police?
3)
… from fellow White employees?
4)
… from teaching assistants and faculty?
5)
… in the form of racially motivated glaring from White people?
6)
… in the form of racial slurs?
7)
… in night clubs, bars, pubs, discos, etc.?
30
Cronbach’s alpha:
.83
Cronbach’s alpha:
.84
Item analysis
Table 3.9a displays the items statistics for the items of the Belief in (present) Racial
Discrimination scale.
Tab. 3.9a: Item statistics for Belief in
(present) Racial Discrimination scale. N =
479.
Item
BRD1
Mean
3.19
Std. Deviation
.864
BRD2
3.23
1.040
BRD3
3.04
.841
BRD4
2.53
.903
BRD5
3.51
1.074
BRD6
3.41
.885
BRD7
3.28
1.012
Table 3.9b displays the item analysis of the BRD scale. All items possess good discriminative
power and the deletion of any item would decrease Cronbach’s alpha below its current value
of .84. Thus, item selection does not seem necessary. Scale mean is 22.2, standard deviation is
4.8.
Tab. 3.9b: Item analysis of the Belief in (present) Racial Discrimination scale.
N = 479.
Item
BRD1
Scale Mean if
Item Deleted
18.99
Scale
Variance if
Item Deleted
17.287
Corrected
Item-Total
Correlation
.658
Cronbach's
Alpha if Item
Deleted
.814
BRD2
18.95
17.148
.526
.834
BRD3
19.14
17.505
.646
.816
BRD4
19.65
17.725
.555
.828
BRD5
18.67
16.716
.556
.830
BRD6
18.77
17.091
.668
.812
BRD7
18.90
16.631
.618
.819
Factor analysis
For the Belief in (present) Racial Discrimination scale an explorative PCA was conducted. It
resulted in a single factor solution when the Kaiser-Guttman criterion is used, the emerging
factor explaining 52.5 % of the total variance.
Both item analyses and factorial validation suggest good test characteristics of the BRD scale,
which make the scale usable for further analyses without any changes made.
31
3.10 Belief in (present) White privilege
Item taken from
Miller, D.L & Swim, J.K. (1999). White Guilt: Its Antecedents and Consequences for
Attitudes Toward Affirmative Action. Society for Personality and Social Psychology Bulletin,
25, 500-514.
The following single item assesses the belief in the (current) existence of White Europeans’
racial privilege. Mean of the item is 3.76 on a 5-point rating scale, standard deviation is .98.
People with white skin have greater advantages than non-white people have in Germany.
3.11 White guilt
Items taken from
25, 500-514.
The following two items assess the level of guilt White people experience due to present and
past anti-Black racism and discrimination. Mean of item a) is 2.2 on a 5-point rating scale,
standard deviation is 1.3. Mean of item b) is 2.3 on a 5-point rating scale, standard deviation
is 1.3. The correlation coefficient of the two items is .74 (p < .001).
a) When I learn about racism, I feel guilt due to my association with the White race.
b) I feel guilty about the past social inequality of Black people in Germany (i.e.,
colonialism, discrimination, poverty).
3.12 White Racial Identity
The following item assesses how much participants identify as White and with other White
people. Mean of the item is 2.9 on a 5-point rating scale, standard deviation is 1.2.
Black people in Germany often say that they are second-class citizens.
3.13 List of identifications
Description
The importance of several individual identities was assessed by providing a list of possible
identifications and assessing their importance.
Scoring
From “Not important at all” (1 point) to “Very important” (7) points.
The scale
All persons have identities that might be more or less important to them. We would like to
know how important the identities listed below are for you, i.e. how much you identify with
them.
32
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Cosmopolitan
European
German
Regional Identity
Local Identity
Gender identity
Religious identity
Human being
Family identity
White
Black
Asian
Other identities
3.14 Individual context information
In addition to the scales described above, the participants were asked to provide some
information about themselves and their personal backgrounds. The following items were
included:
Personal and family information
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
Gender
Age
Marital or partnership status
Number of children
Occupation
Current country of residence
Stays abroad in the past (duration and place)
Country of birth
Age of coming into the current country of residence
Country of birth of mother
Country of birth of father
Ancestors who migrated into the current country of residence
Citizenship
Resident status
Monthly household income
Education
a. Years in schooling
b. Last academic institution attended
c. Educational or academic level reached
Contact to Black people
a. Frequency of perception of Black people (outside the family)
b. Frequency of contact to Black people (outside the family)
Context of living
a. Place of growing up (village, small town, town, large city)
33
b. Current place of living (village, small town, town, large city)
c. People living together with when growing up
d. People living together with now
Religion and Religiosity
a.
b.
c.
d.
Religiosity or spirituality of family
Religiosity or spirituality of participant
Religion
Attendance of religious services
Languages
a. Languages spoken at home
b. Languages spoken best
34
Appendix A
Language versions of the questionnaire
35
Tab. A: All used language version of the used questionnaire.
English
Introduction
Welcome to our survey about European
identities!
Thank you for volunteering to take part
in this study. Your views matter and
will help us to find out more about
European identities. We would like to
know what the British, Dutch, French,
Germans, and Poles think about
themselves and others. Our research
compares attitudes and identities in
several European countries – that is
why we need your help and the help of
other people your country.
Please take your time in filling out the
questionnaire. Pre-tests have shown that
it takes about 30 minutes to finish it.
Though this might seem quite a long
time, attitudes and identities are rather
complex, and different kinds of
questions are needed to get an adequate
picture of them. A progress bar at the
upper right corner of the screen shows
you at any time what percentage of the
entire questionnaire you have already
completed. Please note that you can
stop at any time by using the “Abort
survey” button and resume later using
your personal pin code to log in again.
After you finish this survey, your pin
code will not be valid anymore, and you
will not be able to log in to the
questionnaire again.
Please read each question carefully
before giving your response. There are
no right or wrong answers. We just
want to know your personal opinion, so
please give us your immediate first
impression, and don’t spend too much
Dutch
French
German
Polish
Welkom bij onze vragenlijst over
Europese identiteiten!
Bienvenue dans notre recherche sur
l'dentité européenne!
Willkommen bei unserer Umfrage zu
Identitäten in Europa!
Witaj w naszym badaniu togsamohci
Europejczyków!
Dank u dat u wilt meewerken aan dit
onderzoek. Uw opvattingen doen er toe
en helpen ons om meer te weten te
komen over Europese identiteiten. We
willen te weten komen hoe Engelsen,
Nederlanders, Duitsers, Polen en
anderen over zichzelf en anderen
denken. Het onderzoekt vergelijkt
houdingen en opvattingen in
verschillende Europese landen –
daarom hebben wij uw hulp nodig en
die van andere mensen in Nederland.
Merci de bien vouloir participer à cette
étude. Votre point de vue est important
et va nous aider à en savoir plus sur les
identités européennes. Nous aimerions
savoir ce que les Anglais, les
Allemands, les Français et les Polonais
pensaient à propos d’eux-mêmes et des
autres. Notre recherche vise à comparer
les attitudes et les identités dans
plusieurs pays européens, c’est
pourquoi nous avons besoin de votre
aide et de celle d’autres personnes de
votre pays.
Vielen Dank, dass Sie sich dazu
entschlossen haben an unserer
Untersuchung teilzunehmen. Ihre
Sichtweise ist von Bedeutung und wird
uns dabei helfen, mehr über europäische
Identitäten zu erfahren. Wir würden
gerne wissen, was Menschen in
Großbritannien, den Niederlanden,
Frankreich, Polen und Deutschland über
sich und über andere denken. Unsere
Forschung vergleicht die Einstellungen
und Identitäten in mehreren
europäischen Ländern – deshalb
brauchen wir Ihre Hilfe und die Hilfe
anderer Menschen aus Ihrem Land.
Dzijkujemy, ge zechciakeh/ ah wzimn
udziak w tym badaniu. Twoje opinie sm
dla nas wagne i pomogm nam wzbogacin
wiedzj na temat togsamohci
Europejczyków. Chcielibyhmy
dowiedzien sij co Brytyjczycy,
Holendrzy, Francuzi, Niemcy i Polacy
myhlm o sobie i o innych. Nasze badanie
zajmuje sij porównywaniem postaw i
togsamohci w rógnych europejskich
krajach – dlatego potrzebujemy Twojej
pomocy, jak równieg pomocy innych
ludzi z Twojego kraju.
Neemt u de tijd om de vragenlijst in te
vullen. Eerder onderzoek heeft laten
zien dat het niet meer dan 30 minuten
duurt. Dit lijkt misschien tamelijk lang,
maar om attituden en identiteiten vast te
stellen zijn verschillende vragen nodig.
Een ‘progress bar’ rechtsboven aan het
scherm geeft aan hoeveel procent van
de vragenlijst u al heeft ingevuld. U
kunt ieder moment stoppen door de
“Stop en verlaat de vragenlijst” knop te
gebruiken. U kunt dan op een later
tijdstip doorgaan door uw persoonlijke
pincode te gebruiken om in te loggen.
Nadat u de vragenlijst helemaal heeft
ingevuld is uw pincode niet meer geldig
en kunt u niet meer inloggen.
Lees iedere vraag goed voordat u een
antwoord geeft. Er zijn geen goede of
foute antwoorden. Het gaat om uw
persoonlijke mening. U hoeft niet lang
na te denken over iedere vraag. Uw
eerste, spontane indruk is voldoende.
Natuurlijk zijn alle antwoorden
S’il vous plait, prenez votre temps pour
remplir le questionnaire. Des pré-test
ont montré qu’il fallait environ 30
minutes pour le finir. Même si cela peut
paraître un peu long, les attitudes et les
identités sont plutôt complexes et
différentes sortes de questions sont
nécessaires pour en obtenir une
représentation exacte. Une barre
progressive en haut du coin droit de
l’écran vous informe à tout moment de
votre avancée par rapport à la fin du
questionnaire. S’il vous plait, notez que
vous pouvez vous arrêter à tous moment
en utilisant le bouton « abandonnez
l’enquête » et reprendre plus tard en
utilisant votre code pin personnel pour
la reprendre. Après avoir répondu à
toutes les questions, votre code pin ne
sera plus valable et vous ne pourrez plus
vous connecter à nouveau.
S’il vous plait, lisez chaque question
attentivement avant de répondre. Il n’y
a pas de bonnes ou de mauvaises
Nehmen Sie sich bitte die Zeit, die Sie
brauchen, um die Fragen zu
beantworten. In Vorstudien hat das
Ausfüllen etwa 30 Minuten gedauert.
Obwohl dies vielleicht lang erscheinen
mag, sind Einstellungen und Identitäten
doch recht komplex, so dass
verschiedene Arten von Fragen benötigt
werden, um ein angemessenes Bild zu
erhalten. Ein Balken in der oberen
rechten Ecke des Bildschirms zeigt
Ihnen zu jeder Zeit, wie viel Prozent des
gesamten Fragebogens Sie bereits
ausgefüllt haben. Beachten Sie bitte,
dass Sie jederzeit die Umfrage
unterbrechen oder aufhören können,
indem Sie den „Befragung abbrechen“
Knopf drücken. Sie können dann später
mit dem Ausfüllen fortfahren, indem
Sie sich mit ihrem personalisierten Pin
Code erneut einloggen. Erst wenn Sie
den Fragebogen bis zum Ende
ausgefüllt haben, wird Ihr Pin Code
ungültig und Sie werden sich nicht
Nie hpiesz sij z wypeknianiem
kwestionariusza. Testy próbne
wykazaky, ge wypeknienie go zajmuje
okoko 30 minut. Wydaje sij, ge to dugo
czasu, ale zagadnienia dotyczmce
postaw i togsamohci sm bardzo zkogone,
i potrzeba wielu pytao by uzyskan ich
prawdziwy obraz. W górnym prawym
rogu ekranu znajduje sij pasek postjpu,
który pokazuje Tobie jaki procent
cakego kwestionariusza jug wypeknikeh/
ah. Zwrón uwagj, ge za pomocm
przycisku „Zrezygnuj z wypekniania
kwestionariusza” w kagdym momencie
mogesz przestan wypeknian
kwestionariusz i dokooczyn go pópniej
po ponownym zalogowaniu sij
ugywajmc swojego indywidualnego
numeru PIN. Po zakooczeniu
wypekniania kwestionariusza, Twój PIN
bjdzie niewagny i nie bjdziesz miak/ a
mogliwohci ponownie sij zalogowan.
Prosimy byh dokkadnie przeczytak/ a
kagde pytanie zanim podasz odpowiedp.
36
time on any single question.
All your answers will be treated
confidentially. The information will not
be shared with anyone and you will
remain entirely anonymous. It will not
be possible for us to send your filledout questionnaire to your e-mail or
mailing address. You can, of course,
abort the study at any time.
Please use only the “Back” and
“Proceed” button within the
questionnaire to move around, not the
“Back” and “Forward” button of your
browser. Otherwise your data might not
be stored appropriately.
anoniem en vertrouwelijk. Het is voor
ons niet mogelijk om uw ingevulde
vragenlijst naar u toe te sturen.
Vanzelfsprekend kunt u ieder moment
stoppen met de vragenlijst.
réponses. Nous voulons seulement
savoir quelle est votre propre opinion,
en conséquence donnez directement
votre première impression , et ne passez
pas trop de temps pour chaque question.
Gebruik alleen de “Terug” en “Ga
verder” knop in de vragenlijstom heen
en weer te gaan en niet de “Terug” en
“Ga verder” knop van uw computer.
Anders worden uw antwoorden niet
goed opgeslagen.
Toutes vos réponses seront traitées
confidentiellement. L’information
restera secrète et vous resterez
anonyme. Il ne sera pas possible de
vous envoyer vos réponses par e-mail
ou par courrier. Vous pouvez bien sur
abandonner l’étude à tout moment.
Als u vragen heeft over het onderzoek
kunt u hier contact met ons opnemen
via e-mail of via het volgende adres.
If you have any question concerning the
study, you can contact us here via email
or use the address details given below.
S’il vous plait, n’utilisez que la touche «
retourner » ou « poursuivre » dans le
questionnaire pour vous déplacer,
n’utilisez pas les touches « retourner »
et « poursuivre » de votre navigateur.
Sinon, vos données ne pourront pas être
enregistrées convenablement.
Si vous avez des questions concernant
l’étude, vous pouvez nous contacter là
par e-mail ou utiliser l’adresse postale
donnée ci-dessous.
mehr einloggen können.
Lesen Sie bitte jede Frage genau durch,
bevor Sie antworten. Es gibt weder
‚richtige’ noch ‚falsche’ Antworten.
Wir sind an Ihrer persönlichen Meinung
interessiert - geben Sie daher bitte Ihren
unmittelbaren ersten Eindruck an und
verwenden Sie nicht allzu viel Zeit auf
jede einzelne Frage.
Ihre Antworten werden vertraulich
behandelt. Die Informationen werden
an niemanden weitergeleitet und Sie
bleiben vollständig anonym. Es wird
uns nicht möglich sein, den von Ihnen
ausgefüllten Fragebogen an Sie zu
mailen oder per Post zu verschicken.
Sie können die Umfrage natürlich zu
jeder beliebigen Zeit abbrechen.
Benutzen Sie bitte ausschließlich die
‚Zurück’ und ‚Weiter’ Knöpfe
innerhalb des Fragebogens, um
innerhalb des Fragebogens zu blättern –
und nicht die ‚Vor’ und ‚Zurück’
Knöpfe Ihres Browsers, da ansonsten
Ihre Daten unter Umständen nicht
korrekt gespeichert werden.
Nie ma zkych i dobrych odpowiedzi.
Chcemy jedynie poznan Twojm opinij,
wijc podaj nam swoje pierwsze
wra?enie i nie spjdzaj zbyt dugo czasu
nad poszczególnymi pytaniami.
Wszystkie Twoje odpowiedzi bjdm
traktowane poufnie. Informacje nie
zostanm nikomu przekazane i
pozostaniesz cakkowicie anonimowy/ a.
Nie ma mogliwohci przeskania Tobie
wypeknionego kwestionariusza.
Oczywihcie mogesz w kagdym
momencie zrezygnowan z udziaku w
tym badaniu.
Ugywaj przycisku „Powrót” i
„Kontynuuj” które znajdujm sij na
stronie kwestionariusza, a nie
przycisków „Przejdp do poprzedniej
strony” i „Przejdp do nastjpnej strony”
w Twojej przeglmdarce internetowej,
gdyg wtedy informacje, które podasz
mogm nie zostan zachowane.
W przypadku pytao dotyczmcych tego
badania, skontaktuj sij z nami tutaj
przez e-maila lub ugyj ponigszych
danych adresowych.
Bei Fragen aller Art zur Umfrage
können Sie uns hier per Email erreichen
oder über die unten stehende Adresse.
Implicit Person Theory
The kind of person someone is, is
IPT1
something very basic about them and it
can’t be changed very much.
People can do things differently, but the
important parts of who they are can’t
IPT2
really be changed.
IPT3
Everyone is a certain kind of person and
there is not much that can be done to
really change that.
Het karakter van iemand zit erg diep en
kan nauwelijks worden veranderd.
La base de la personnalité individuelle
ne peut être modifiée.
Mensen kunnen dingen de ene keer zo
doen en de andere keer zus, maar wie ze
echt van binnen zijn kan niet goed
veranderd worden.
Le comportement des gens peut varier,
mais leur nature véritable ne peut
changer.
Iedereen is een bepaald soort persoon
en daar zal nooit veel aan veranderen.
On ne peut changer le fait que chaque
personnalité est spécifique.
Die Art von Mensch, die jemand ist, ist
etwas sehr Grundlegendes und kann
nicht groß verändert werden.
Menschen können manches
unterschiedlich machen, aber die
zentralen Aspekte davon, wer sie sind,
können nicht wirklich verändert
werden.
Jede Person ist eine bestimmte Art von
Mensch und es gibt nicht viel, was
getan werden kann, um das zu ändern.
The kind of person someone is, is
something very basic about them and it
can’t be changed very much.
People can do things differently, but the
important parts of who they are can’t
really be changed.
Everyone is a certain kind of person and
there is not much that can be done to
really change that.
37
Right-wing Authoritarianism
The way things are going in this
country, it’s going to take a lot of
RWA1
“strong medicine” to straighten out the
troublemakers, criminals, and perverts.
RWA2
RWA3
RWA4
RWA5
RWA6
RWA7
RWA8
RWA9
RWA10
Man sollte alten, traditionellen
Glaubenssätzen weniger Beachtung
schenken und stattdessen seine
persönlichen Moralvorstellungen über
Gut und Böse entwickeln.
Was wir in unserem Land anstelle von
mehr Bürgerrechten wirklich brauchen,
ist eine anständige Portion Recht und
Ordnung.
Zoals het nu gaat in dit land zijn er heel
wat ‘krachtige medicijnen’ nodig om
onruststokers, criminelen en a-socialen
in het gareel te krijgen.
Au rythme où vont les choses dans ce
pays, il faudra rendre des mesures fortes
pour mettre tous les coupables de délit
hors d’état de nuire.
People should pay less attention to the
Bible and the other traditional forms of
religious guidance and instead develop
their own personal standards of what is
moral and immoral.
Mensen moeten minder aandacht
besteden aan de Bijbel of andere
religieuze boeken, maar hun eigen
persoonlijke standaarden ontwikkelen
over wat moreel goed en slecht is.
Les gens devraient accorder moins
d’attention aux valeurs religieuses ou
traditionnelles et inventer leur propre
échelle de valeur.
It would be best for everyone if the
proper authorities censored magazines
and movies to keep trashy materials
away from the youth.
Het zou voor iedereen het beste zijn als
de verantwoordelijke autoriteiten
tijdschriften en films zouden censureren
zodat jongeren niet in aanraking komen
met allerlei ‘rommel’.
Er is niets verkeerd aan seks voor het
huwelijk.
Il serait bien pour chacun que les
autorités protègent la jeunesse en
censurant les journaux et les films
pornographiques.
Die Zeiten, in denen Frauen sich
Konventionen unterordnen mussten,
sollten ein für alle Mal vorbei sein.
Il n'y a rien de mal à avoir des rapports
sexuels avant le mariage.
Die Abkehr von der Tradition wird sich
eines Tages als fataler Fehler
herausstellen.
Es gibt kein Verbrechen, das die
Todesstrafe rechtfertigen würde.
There is nothing wrong with premarital
sexual intercourse.
Obedience and respect for authority are
the most important virtues children
should learn.
Once our government leaders and the
authorities condemn the dangerous
elements in our society, it will be the
duty of each patriotic citizen to help
stamp out the rot that is poisoning our
country from within.
In these troubled times laws have to be
enforced without mercy, especially
when dealing with the agitators and
revolutionaries who are stirring things
up.
Atheists and others who have rebelled
against the established religions are no
doubt every bit as good and virtuous as
those who attend church regularly.
The self-righteous “forces of law and
order” threaten freedom in our country
a lot more than the groups they claim
are “radical” and “godless”.
A lot of rules regarding modesty and
sexual behaviour are just customs
which are not necessarily any better or
Gehoorzaamheid en respect voor
autoriteiten zijn de meest belangrijke
waarden die kinderen moeten leren.
Zodra onze regering en leiders de
gevaarlijke elementen in onze
samenleving aanpakken, is het de plicht
van iedere patriot om te helpen om
datgene te verwijderen dat onze
samenleving van binnenuit verziekt.
In deze moeilijke tijden dienen wetten
hard te worden gehandhaafd, vooral
tegenover mensen die onze samenleving
bedreigen.
Ongelovigen en anderen die tegen
godsdiensten zijn, zijn natuurlijk net
zo’n goede en morele mensen als
degenen die regelmatig naar de kerk
gaan.
Al die mensen die alleen maar het
handhaven van wetten en regels
benadrukken zijn een groter gevaar voor
onze vrijheid dan zogenaamde
‘radicale’ groepen.
Veel regels over fatsoen en seksualiteit
zijn alleen maar culturele gewoontes die
niet beter of waardevoller zijn dan die
L'obéissance et le respect de l'autorité
sont les valeurs les plus importantes que
les enfants devraient apprendre.
Après la condamnation des délinquants
par les autorités et les gouvernants, il
est du devoir de chaque citoyen de
contribuer à nettoyer la société de ses
délinquants.
Gehorsam und Achtung vor der
Autorität sind die wichtigsten
Tugenden, die Kinder lernen sollten.
En ces temps de troubles, les lois
doivent être renforcées sans états
d’âme, spécialement à l’encontre des
agitateurs et des révolutionnaires.
Gleichgeschlechtliche
Lebensgemeinschaften sollten der Ehe
in jeder Hinsicht gleichgestellt werden.
Les athées et tous les non croyants sont
sans doute aussi bons et vertueux que
les croyants et pratiquants.
Was unser Land wirklich braucht, ist
einen starken, entschlossenen Kanzler,
der uns wieder auf unseren richtigen
Weg bringt.
Les forces de l'ordre et l’appareil
judiciaire menacent plus la liberté que
les groupes qu’elles qualifient comme
radicaux et athées.
Es ist gut, dass die jungen Leute
heutzutage größere Freiheiten haben, ihr
eigenes Ding zu machen und gegen
Dinge zu protestieren, die sie nicht
mögen.
Tugendhaftigkeit und Gesetzestreue
bringen uns auf lange Sicht weiter als
das ständige Infragestellen der
La plupart des règles de comportement
social et de comportement sexuel ne
sont que le produit de la tradition et des
Obecna sytuacja w tym kraju jest na
tyle zka, ge trzeba bjdzie zastosowan
radykalne hrodki by pozbyn sij
kryminalistów, zboczeoców i bandytów.
Ludzie powinni przykkadan mniejszm
wagj do tego, co napisano w Biblii oraz
do tradycyjnych norm religijnohci,
zamiast tego powinni sami ksztaktowan
standardy tego, co jest moralne i
niemoralne.
Bykoby najlepiej dla wszystkich, gdyby
stosowne wkadze kontrolowaky i
cenzurowaky media, w celu ochrony
mkodziegy przed szkodliwymi
trehciami.
Nie ma nic zkego przedmakgeoskiej
inicjacji seksualnej.
Poskuszeostwo i szacunek dla
autorytetów, to najwagniejsze cnoty,
których powinno nauczyn sij dziecko.
Jak tylko wkadza upora sij z
niebezpiecznymi elementami w
spokeczeostwie, obowimzkiem kagdego
patriotycznego obywatela stanie sij
pomoc przy zwalczaniu zagrogeo
niszczmcych paostwo od hrodka.
W obecnych czasach niepokoju, prawo
winno byn bezwzgljdnie stosowane
szczególnie, w stosunku do agitatorów i
rewolucjonistów, którzy zaogniajm
sytuacjj.
Ateihci oraz inni, którzy nie
przestrzegajm zasad istniejmcych religii
sm bez wmtpienia równie dobrzy i
wartohciowi jak Ci, którzy regularnie
uczestniczm w praktykach religijnych.
Samozwaoczy obroocy prawa i
porzmdku sm wijkszym zagrogeniem
wolnohci nig grupy, które sm okrehlane
jako radykalne i bezbogne.
Zasady dotyczmce moralnohci i
stosunków seksualnych to tylko
zwyczaje, które nie sm ani lepsze, ani
38
holier than those which other people
follow.
van andere mensen.
coutumes. Elles ne sont ni meilleures, ni
plus sacrées que les règles suivies par
les autres groupes.
RWA12
Social Dominance Orientation
In getting what you want, it is
sometimes necessary to use force
SDO1
against other groups.
SDO3
SDO4
SDO5
SDO6
SDO7
SDO8
„hwijtsze” od tych, które uznajm inni
ludzie.
Es ist wichtig, die Rechte von
Radikalen und Abweichlern in jeder
Hinsicht zu wahren.
Die wahren Schlüssel zum guten Leben
sind Gehorsam, Disziplin und Tugend.
RWA11
SDO2
Grundfesten unserer Gesellschaft.
To get ahead in life, it is sometimes
necessary to step on other groups.
It’s probably a good thing that certain
groups are at the top and other groups
are at the bottom.
Sometimes other groups must be kept in
their place.
Group equality should be our ideal.
We should do what we can to equalize
conditions for different groups.
We would
have fewer problems if we treated
people more equally.
No group should dominate in society.
Information
Within the next questions, we would
like to know more about your opinion
regarding the United Kindom, Europe
and the people living there.
Please answer all questions – even if
some of them might seem strange to
you. Due to the international
background of this study the questions
refer to the contexts of different
European countries. For this reason
some of the questions might only make
perfect sense in some countries and
might seem a bit strange in the context
Om te krijgen wat je wilt is het soms
nodig om op te treden tegen andere
groepen.
Afin d’arriver à ses fins, il est parfois
nécessaire d’utiliser la force contre les
autres groupes.
Om vooruit te komen in het leven is het
soms nodig om andere groepen aan de
kant te schuiven.
Het is waarschijnlijk goed dat sommige
groepen aan de top staan en andere
groepen onderaan.
Soms moeten andere groepen op hun
plaats worden gehouden.
Gelijkheid tussen groepen dient ons
ideaal te zijn.
We moeten alles doen om de
omstandigheden voor verschillende
groepen gelijk te maken.
Pour avancer dans la vie, il est parfois
nécessaire de marcher sur les autres
groupes.
C'est probablement une bonne chose
que la société soit hiérarchisée.
Parfois les groupes minoritaires
devraient être maintenus à leur place.
L'égalité entre les groupes devrait être
le but idéal.
Nous devrions faire tout notre possible
pour que la condition sociale de tous les
groupes soit équivalente.
We zouden minder problemen hebben
als we mensen meer gelijk zouden
behandelen.
In de samenleving zou geen enkele
groep moeten domineren.
Il y aurait moins de problèmes si tous
les groupes sociaux étaient traités de
manière égale.
Aucun groupe ne devrait être dominant
dans la société.
Um das zu bekommen, was man
möchte, ist es manchmal notwendig, die
nötige Härte gegenüber anderen
Gruppen zu zeigen.
Um im Leben voranzukommen, ist es
manchmal nötig, keine Rücksicht auf
andere Gruppen zu nehmen.
Es ist wahrscheinlich ganz gut, dass
bestimmte Gruppen in der Gesellschaft
oben stehen und andere unten.
Manchmal muss anderen Gruppen ihr
Platz gezeigt werden.
Gruppengleichheit sollte unser Ideal
sein.
Wir sollten unser Möglichstes tun, um
die Bedingungen für die
unterschiedlichen Gruppen
anzugleichen.
Wir hätten weniger Probleme, wenn wir
alle Menschen gleich behandeln
würden.
Keine Gruppe sollte innerhalb einer
Gesellschaft dominieren.
Met de volgende vragen willen we meer
te weten komen over uw opvattingen
over Nederland, Europa en de mensen
die daar wonen.
Wilt u alle vragen beantwoorden,
zelfs als ze wat ongewoon lijken.
Omdat onderzoek in verschillende
Europese landen gebeurt zijn sommige
vragen wellicht meer toepasselijk voor
het ene dan voor het andere land.
Dans les questions suivantes, nous
aimerions en savoir plus sur votre
opinion concernant la France l’Europe
et les gens qui y vivent
S’il vous plait, répondez à toutes les
questions- même si certaines d’entre
elles peuvent sembler étrange pour
vous. Vu le caractère international de
cette étude le questionnaire renvoie aux
contextes des différents pays européens.
Pour cette raison, quelques questions
peuvent être parfaites pour certains pays
et peuvent paraître étranges dans
Mit den nächsten Fragen würden wir
gerne mehr darüber erfahren, wie Ihre
Meinung zu Deutschland, Europa und
den dort lebenden Menschen aussieht.
Beantworten Sie bitte alle Fragen –
auch wenn Ihnen manche seltsam
erscheinen mögen. Aufgrund des
internationalen Hintergrunds dieser
Untersuchung beziehen sich die Fragen
auf die Kontexte in verschiedenen
europäischen Ländern. Aus diesem
Grund machen einige der Fragen
vielleicht nur in manchen Ländern
Wilt u aangeven wat u gevoelens zijn
over Nederland, ook als u momenteel
teby zdobyn to, czego sij chce, czasem
trzeba ugyn siky w stosunku do innych
grup.
By móc wybin sij na prowadzenie w
gyciu, czasem trzeba podeptan inne
grupy.
Prawdopodobnie dobre jest to, ge
niektóre grupy sm na szczycie, a inne na
dole.
Czasem inne grupy muszm byn trzymane
na swoim miejscu.
Równohn grup powinna byn naszym
ideakem.
Powinnihmy robin wszystko, by
wyrównan warunki rógnych grup.
Mielibyhmy miej problemów,
gdybyhmy traktowali ludzi w równy
sposób.
tadna grupa nie powinna dominowan w
spokeczeostwie.
Poprzez kolejne pytania, chcielibyhmy
poznan Twoje opinie na temat Polski,
Europy i ludzi, którzy tam gyjm.
Prosimy, @ebyA odpowiedziaB/ a na
wszystkie pytania – nawet jehli
niektóre z nich mogm wydawan Ci sij
dziwne. Jako ge badanie to jest
badaniem mijdzynarodowym, pytania
zwimzane sm z kontekstem kulturowym
rógnych krajów Europy. Przez co
niektóre z pytao mogm mien sens tylko
w niektórych krajach, a w innych mogm
wydawan sij dziwne.
39
of others.
niet in Nederland woont.
d’autres.
S’il vous plait, essayez de répondre aux
questions concernant la France selon ce
que vous ressentez même si vous ne
vivez pas tout le temps en France.
Multicultural Ideology scale
Minorities deserve to get support in
MIS1
maintaining their culture in the UK
MIS2
MIS3
MIS4
MIS5
MIS6
MIS7
MIS8
MIS9
MIS10
Allochtonen verdienen steun bij het
behouden van hun eigen culturele
identiteit in Nederland
Het is het beste voor Nederland als
allochtonen hun culturele achtergrond
zo snel mogelijk vergeten
Les minorités doivent être encouragées
à maintenir leurs pratiques culturelles
en France.
Ce serait une bonne chose pour la
France si les minorités ethniques
abandonnaient leur culture d’origine.
A society with different cultural groups
is better able to address new problems.
Een samenleving met verschillende
culturele groepen is beter in staat om
nieuwe problemen aan te pakken..
Une société favorisant la mixité
culturelle est mieux disposée pour
affronter les nouveaux problèmes.
The idea of a single British community
is being weakened by the minorities
who hold on to their old customs and
traditions.
If minorities want to hold on to their old
customs and traditions, then they should
do it in private.
De eenheid van dit land wordt verzwakt
door allochtonen die aan hun oude
manier van leven vast houden.
L'idée de communauté nationale est
affaiblie par la présence des minorités
attachées à leurs cultures.
Als allochtonen hun eigen cultuur
willen behouden, moeten ze dat in eigen
privé kring doen
Si les minorités tiennent tellement à
leurs coutumes et traditions, il importe
qu’elles les pratiquent en privé.
Les Français «de souche» doivent
s’efforcer de comprendre les coutumes
et traditions des groupes minoritaires.
Minority parents should encourage their
children to honour the customs and
traditions of their parents’ homeland.
Autochtone Nederlanders moeten meer
moeite doen om de gewoonten en
culturele achtergrond van allochtonen te
leren kennen
Allochtone ouders moeten hun kinderen
aanmoedigen de cultuur en tradities van
hun vaderland in ere te houden
People who come to live in the UK,
should adapt their behaviour to that of
the British.
Mensen die in Nederland komen
wonen, moeten hun gedrag aanpassen
aan dat van de autochtone Nederlanders
Minorities should interact with native
British people as much as possible.
Allochtonen moeten zoveel mogelijk
omgaan met autochtone Nederlanders
Native British people have to do more
Autochtone Nederlanders dienen zo
It is the best for the UK if ethnic
minorities quickly give-up (forget) their
cultural background.
Native British people have to make a
greater effort to try and understand the
customs and traditions of minorities.
Les parents issus des minorités
devraient encourager leurs enfants à
respecter les traditions et les coutumes
de leur pays d’origine.
Les gens qui choisissent de vivre en
France devraient adapter leur
comportement en fonction des valeurs
françaises.
Les membres des minorités devraient
développer aussi souvent que possible
des relations avec les Français « de
souche ».
Les Français « de souche » devraient
vollständig Sinn, während sie in
anderen ein wenig seltsam erscheinen
mögen.
Versuchen Sie bitte alle sich auf
Deutschland beziehende Fragen zu
beantworten, auch wenn Sie
gegenwärtig außerhalb Deutschlands
leben.
Prosimy, gebyh odpowiedziak/ a na
pytania zwimzane z Polskm, zgodnie z
Twoimi odczuciami, mimo ge w danym
momencie nie mieszkasz w Polsce.
Mniejszohci powinny uzyskiwan pomoc
w celu zachowania swej kultury w
Polsce.
Najlepiej dla Polski bjdzie, jehli
mniejszohci etniczne szybko odrzucm
swm odrjbnohn kulturowm.
Minderheiten haben es verdient, darin
unterstützt zu werden, ihre Kultur in
Deutschland beizubehalten.
Für Deutschland ist es am besten, wenn
ethnische Minderheiten schnell ihren
kulturellen Hintergrund aufgeben und
vergessen.
Eine Gesellschaft mit verschiedenen
kulturellen Gruppen ist besser darauf
vorbereitet, neuen Problemen zu
begegnen.
Die Idee einer einzigen deutschen
Gemeinschaft wird durch Minderheiten
geschwächt, die an ihren alten Bräuchen
und Traditionen festhalten.
Falls Minderheiten an ihren alten
Bräuchen und Traditionen festhalten
wollen, dann sollten sie dies im
Privaten tun.
Die Mehrheit der Deutschen muss sich
mehr anstrengen und versuchen, die
Bräuche und Traditionen von
Minderheiten zu verstehen
Eingewanderte Eltern sollten ihren
Kinder ermutigen, die Bräuche und
Traditionen des Herkunftslandes ihrer
Eltern zu pflegen.
Menschen, die nach Deutschland
kommen um dort zu leben, sollten ihr
Verhalten an das der Deutschen
anpassen.
Minderheiten sollten so viel Kontakt
wie möglich mit der Mehrheit der
Deutschen haben.
Rodzice dzieci nalegmcych do
mniejszohci powinni zachjcan dzieci do
kultywowania zwyczajów i tradycji
kraju pochodzenia rodziców.
Ludzie, którzy zdecydowali sij
zamieszkan w Polsce, powinni
dostosowan sij do tego jak zachowujm
sij Polacy.
Mniejszohci powinny komunikowan sij
z rdzennymi Polakami tak czjsto jak to
tylko mogliwe.
Die Mehrheit der Deutschen muss mehr
Rdzenni Polacy powinni bardziej staran
Spokeczeostwo, w którym koegzystujm
rógne grupy katwiej przezwycijga nowe
problemy.
Idea homogenicznego polskiego
spokeczeostwa jest oskabiana przez te
mniejszohci, które pozostajm przy
dawnych zwyczajach i tradycjach.
Jehli mniejszohci chcm kultywowan swe
dawne tradycje, powinny robin to
kameralnie.
Rodowici Polacy powinni przykkadan
wijkszm wagj do poznania i
zrozumienia zwyczajów mniejszohci.
40
to try and have contact with minorities.
Concepts of ‘Black’ people
There are people in the UK referring to
themselves as Black. As many of the
following questions are about Black
people in the UK, we would like to
know what comes to your mind when
you think of "Black people"? Please
tick all that apply.
People of African origin
People with dark skin colour
People with brown skin colour
People with non-white skin colour
People of Turkish origin
People of Asian origin
Jewish people
Roma and Sinti people ("Gypsies")
Any person with black hair
Other people, please specify:
Open stereotype list
Now, we are interested in the
characteristics that white people use in
describing Black people in the UK
(please note not to include people from
an Asian background). Please provide a
list of characteristics white people in the
UK most often use to describe a Black
person in the UK.
PLEASE NOTE: You DO NOT have
to agree to the list of characteristics you
provide, please also list characteristics
you might consider to be false. We are
interested in which characteristics of
Black people are known by white
people in general. Your description
should consist of a list of up to ten
characteristics or, if necessary, short
phrases. All your answers will be
treated confidentially, please give
honest answers to support our research.
veel mogelijk contact te zoeken met
allochtonen.
aussi souvent que possible établir des
relations avec les personnes issues des
minorités.
tun, um zu versuchen, Kontakt mit
Minderheiten zu haben.
sij nawimzywan kontakty z
mniejszohciami.
Er zijn mensen in Nederland die
zichzelf ‘zwart’ of ‘gekleurd’ noemen.
De volgende vragen gaan over zwarte
mensen in Nederland. We willen eerst
weten wat er bij u opkomt als u denkt
aan ‘zwarte mensen’. Kies zoveel als u
wilt.
Certains citoyens français se définissent
comme étant des Noirs. Les questions
suivantes sont destinées à enregistrer les
mots qui vous viennent à l’esprit quand
vous pensez aux “Noirs”? Veuillez
cocher les différentes réponses
correspondantes.
Sm w Polsce ludzie, którzy mówim o
sobie, ge sm Czarni. Poniewag wiele
pytao w tym kwestionariuszu dotyczy
Czarnych ludzi w Polsce, chcielibyhmy
sij dowiedzien, co przychodzi Ci do
gkowy, kiedy myhlisz o “Czarnych
ludziach”? Zaznacz wszystkie
odpowiedzi, które Tobie pasujm.
Mensen afkomstig uit Afrika
Mensen met een heel donkere
huidskleur
Mensen met een bruine huidskleur
Mensen met een niet-blanke huidskleur
Mensen van Turkse oorsprong
Mensen van Aziatische oorsprong
Joodse mensen
Surinamers
Antillianen
Molukkers
Iedereen met zwart haar
Andere mensen, namelijk
Des gens d’origine africaine
Des gens de couleur noire
Des gens de couleur marron
Des gens ayant une couleur différente
de celle des Blancs.
Des Maghrébins
Des gens d’origine asiatique
Des Juifs
Des Bohémiens
Es gibt in Deutschland Menschen, die
sich selbst als Schwarz bezeichnen. Da
sich viele der folgenden Fragen mit
Schwarzen Menschen in Deutschland
beschäftigen, würden wir gerne wissen,
welches Bild Ihnen in den Sinn kommt,
wenn Sie an ‚Schwarze Menschen’
denken? Bitte alle zutreffenden
Antworten markieren
Nu zijn wij geïnteresseerd in de
kenmerken die blanke mensen
gebruiken om zwarte mensen in
Nederland te beschrijven. Welke
kenmerken gebruiken blanke
Nederlanders om een typische zwarte
persoon te beschrijven.
Nous nous intéressons maintenant aux
traits que les Français d’origine
européenne utilisent pour décrire les
Noirs en France. Veuillez, s’il vous
plaît, fournir ci-dessous une liste de
traits que les Français d’origine
européenne utilisent fréquemment en
France pour décrire les Noirs.
LET OP: U hoeft het ZELF NIET
EENS te zijn met de lijst van
kenmerken, het gaat juist ook om
kenmerken die u zelf misschien niet
juist vindt maar die blanke
Nederlanders wel vaak gebruiken. Het
gaat om datgene wat blanke
Nederlanders in het algemeen vinden.
Hieronder kunt u zeven beschrijvingen
geven. Al uw antwoorden zijn
natuurlijk vertrouwelijk. Wij vragen u
om zo eerlijk mogelijk antwoord te
geven.
Des gens ayant des cheveux noirs
Autres catégories (Préciser):
NOTE : Il ne s’agit pas de savoir si
vous êtes d’accord ou pas d’accord avec
ces descriptions. Nous souhaitons que
vous notiez 10 expressions ou mots,
même s’ils vous paraissent faux, que les
Français d’origine européenne utilisent
souvent pour décrire les Noirs. Toutes
vos réponses seront traitées de façon
anonyme et confidentielle. Donnez, s’il
vous plaît, la réponse la plus honnête
possible.
Menschen afrikanischer Herkunft
Menschen mit dunkler Hautfarbe
Menschen mit brauner Hautfarbe
Menschen mit einer nicht-weißen
Hautfarbe
Menschen türkischer Herkunft
Menschen asiatischer Herkunft
Jüdische Menschen
Roma und Sinti [‘Zigeuner’]
Jede Person mit schwarzen Haaren
Andere, bitte angebe
Wir sind an den Charakteristiken
interessiert, die weiße Menschen
gebrauchen um schwarze Menschen in
Deutschland zu beschreiben. Listen Sie
bitte Charakteristiken auf, die weiße
Menschen in Deutschland am
häufigsten gebrauchen um schwarze
Menschen in Deutschland zu
beschreiben.
BITTE BEACHTEN: Sie brauchen die
Charakteristiken, die Sie auflisten, nicht
für zutreffend zu halten. Nennen Sie
bitte auch Charakteristiken, die Sie für
unzutreffend halten. Wir sind daran
interessiert zu erfahren, welche
Charakteristiken schwarzer Menschen
weißen Menschen im Allgemeinen
bekannt sind. Sie können bis zu zehn
Charakteristiken oder, wenn notwendig,
kurze Sätzen auflisten. Ihre Antworten
Ludzie pochodzJcy z Afryki
Ludzie o ciemnym kolorze skóry
Ludzie o brJzowym kolorze skóry
Ludzie, którzy nie majJ biaLej skóry
Ludzie pochodzJcy z Turcji
Ludzie pochodzJcy z Azji
Mydzi
Romowie
Ka?da osoba z czarnymi wLosami
Inni ludzie Jacy?
Teraz chcielibyhmy dowiedzien sij
jakie cechy sm przypisywane Czarnym
w Polsce. Wypisz cechy, które Biali w
Polsce najczjhciej wymieniajm by
opisan Czarnych mieszkajmcych w
Polsce.
UWAGA: NIE MUSISZ zgadzan sij z
listm, którm wypiszesz, dlatego prosimy
równieg o wypisanie tych cech, z
którymi sij nie zgadzasz. Chcemy
wiedzien, które cechy Czarnych osób sm
znane wijkszohci Biakych. Podany
przez Ciebie opis winien skkadan sij z
listy do siedmiu cech, lub o ile to
konieczne, krótkich zdao. Podane przez
Ciebie odpowiedzi bjdm traktowane
poufnie, w zwimzku z tym prosimy o
szczere odpowiedzi, które najpekniej
przyczynim sij do rzetelnohci tego
badania.
41
Now, please decide for each
characteristic you listed whether it is
favourable, unfavourable, or neutral, as
normally used to describe people. There
may be several usages or criteria to
consider in determining the degree of
favourableness implied by a given
characteristic. We want only a global or
“average” rating, so please give us your
immediate first impression, and don’t
spend too much time on any single one.
Nu vragen wij u om bij ieder kenmerk
aan te geven of het door blanke
Nederlanders meestal op een positieve,
neutrale of negatieve manier wordt
gebruikt om zwarte mensen te
beschrijven. Het gaat om uw eerste en
spontane indruk over hoe het kenmerk
meestal wordt gebruikt. U hoeft er niet
te lang over na te denken.
Als het gaat om...
Indiquez maintenant, pour chacune des
caractéristiques énumérées ci-dessus, si
elle vous paraît favorable (+),
défavorable (-), neutre (0) dans la
description des gens. Il peut y avoir
plusieurs éléments ou critères à
considérer pour déterminer le degré de
positivité de chaque caractéristique
donnée. Nous vous demandons de nous
donner votre première impression
immédiate en faisant une évaluation
globale ou « moyenne ».
What about...
Que pensez-vous de…
werden vertraulich behandelt, geben Sie
bitte ehrliche Antworten, um unsere
Forschung zu unterstützen.
Entscheiden Sie jetzt bitte für jede der
von Ihnen aufgelistete Charakteristiken,
ob diese positiv, negativ oder neutral
ist, so wie sie im normalen Fall zur
Beschreibung von Menschen verwendet
wird. TMöglicherweise gibt es
verschiedene Bedeutungen oder
Kriterien zu berücksichtigen, wenn Sie
einschätzen, wie positiv oder negativ
eine Charakteristik ist. Wir möchten Sie
nur um eine allgemeine oder
„durchschnittliche“ Bewertung bitten,
geben Sie daher Ihren unmittelbaren
ersten Eindruck an und verwenden Sie
nicht zu viel Zeit für die einzelnen
Charakteristiken.
Teraz, proszj zdecydowan, które z
wymienionych cech sm ugywane by
opisan ludzi w sposób pozytywny,
negatywny i neutralny. Proszj pamijtan
o tym, ge niektóre z okrehleo posiadajm
wiele znaczeo, które mogm
determinowan rozmaite oceny z nimi
zwimzane. Chcielibyhmy jednak prosin o
zaznaczenie tego, w jaki sposób
zazwyczaj oceniane jest dane pojjcie,
prosimy wijc o pierwszJ odpowiedP,
która przyszLa na myQl i nie
zatrzymywanie sij za dkugo nad jednym
pytaniem.
Co sFdzisz o...?
Wie sehen Sie ...
Attitudes Towards Blacks
If a black person were put in charge of
me, I would not mind taking advice and
ATB1
direction from him or her.
ATB2
ATB3
ATB4
ATB5
ATB6
ATB7
Si un Noir était mon supérieur
hiérarchique, je ne le solliciterais pas et
ne lui obéirais pas.
Es wäre für mich kein Problem, den
Ratschlägen oder Anweisungen eines
schwarzen Vorgesetzten zu folgen.
Si j'avais l’occasion de présenter un ami
noir à ma famille ou à mes voisins, j’en
serais heureux.
Wenn ich die Chance hätte, einen
schwarzen Besucher meinen Freunden
und Nachbarn vorzustellen, würde ich
das sehr gerne tun.
Ich würde nicht wollen, dass schwarze
Menschen in meiner Nachbarschaft
wohnen.
Ich würde mich wahrscheinlich etwas
befangen fühlen, wenn ich mit einer
schwarzen Person öffentlich tanzen
gehen würde.
Es wäre mir egal, wenn eine schwarze
Familie, die über ähnliches Einkommen
und ähnliche Bildung wie ich verfügt,
nebenan einziehen würde.
Ich denke, dass sich in Europa lebende
schwarze Menschen untereinander
ähnlicher sehen als weiße Menschen.
Von interkulturellen Ehen sollte
abgeraten werden, weil die Kinder nicht
If I had a chance to introduce black
visitors to my friends and neighbours, I
would be pleased to do so.
Als een zwarte persoon mijn baas zou
zijn, zou ik het niet erg vinden om
advies en aanwijzingen van hem of haar
te krijgen.
Als ik de kans heb om zwarte bezoekers
aan mijn vrienden of buren voor te
stellen, zou ik dat graag doen.
I would rather not have black people
live in the same neighbourhood I live
in.
I would probably feel somewhat selfconscious dancing with a black person
in a public place.
Ik heb liever niet dat zwarte mensen in
het zelfde gebouw of straat wonen als
ik.
Ik zou me enigszins ongemakkelijk
voelen om met een zwarte persoon in
het openbaar te dansen.
J’aimerais autant ne pas avoir des Noirs
dans le voisinage de mon lieu de
résidence.
Je serais probablement gêné si je devais
danser avec un(e) Noir(e) en public.
I would not mind it at all if a black
family with about the same income and
education as me moved in next door.
Ik zou het helemaal niet erg vinden als
een zwarte familie met dezelfde
opleiding en inkomen als ik, naast mij
zou komen wonen.
Ik vind dat zwarte mensen die in
Nederland wonen meer op elkaar lijken
dan witte mensen.
Huwelijken tussen zwart en blank
kunnen beter niet plaatsvinden want het
Cela ne me gênerait pas si une famille
noire ayant le même niveau de revenu et
d’éducation résidait dans le voisinage
de ma résidence.
Je pense que les Noirs ont plus
ressemblants entre eux que ne le sont
les Blancs.
Le mariage mixte ne devrait pas être
encouragé afin de prévenir les
I think that black people living in the
UK look more similar to each other
than white people do.
Interracial marriage should be
discouraged to avoid the “who-am-I?”
Jehli Czarna osoba zostakaby moim
szefem nie miakbym/ miakabym nic
przeciwko skuchaniu Jego/ Jej rad i
poleceo.
Gdybym miak/ a okazjj przedstawin
czarnych gohci moim przyjaciokom i
smsiadom, zrobikbym/ zrobikabym to z
przyjemnohcim.
Wolakbym/ wolakabym geby Czarni nie
mieszkali w tej samej okolicy, w której
ja mieszkam.
Prawdopodobnie czukbym/ czukabym
sij nieswojo taoczmc z Czarnym/ Czarnm
w miejscu publicznym.
Nie miakbym/ miakabym nic przeciwko
gdyby obok mnie zamieszkaka czarna
rodzina, której dochody i wyksztakcenie
bykyby równe moim.
Smdzj, ge Czarni ludzie mieszkajmcy w
Europie sm do siebie bardziej podobni
nig Biali.
Powinno sij odwodzin ludzi od
mijdzyrasowych makgeostw, by nie
42
confusion which the children feel.
ATB8
ATB9
ATB10
ATB11
ATB12
ATB13
ATB14
ATB15
ATB16
ATB17
ATB18
ATB19
ATB20
I get very upset when I hear a white
person make a prejudicial remark about
black people.
I favour open housing laws that allow
more racial integration of
neighbourhoods.
It would not bother me if my new
roommate was black.
It is likely that black people will bring
violence to neighbourhoods when they
move in.
I enjoy a funny racial joke, even if some
people might find it offensive.
The federal government should take
decisive steps to override the injustices
black people suffer at the hands of local
authorities.
Black and white people are inherently
equal.
Black people are demanding too much
too fast in their push for equal rights in
the UK.
White people should support black
people in their struggle against
discrimination and segregation in the
UK.
Generally, black people are not as smart
as white people.
I worry that in the next few years I may
be denied my application for a job or a
promotion because of preferential
treatment given to minority group
members.
Racial integration (of schools,
businesses, residences, etc.) has
benefited both white and black people.
Some black people in the UK are so
touchy about race that it is difficult to
get along with them.
leidt voor de kinderen tot verwarring
over de vraag ‘wie ben ik’.
Ik voel me erg ongemakkelijk als ik een
blanke persoon een bevooroordeelde
opmerking hoor maken over zwarte
mensen.
Ik ben voor een woningbeleid dat zorgt
voor meer raciale integratie in buurten.
Het zou mij niets uitmaken als mijn
kamergenoot zwart was.
problèmes identitaires auxquelles les
enfants pourraient être confrontés.
Je suis bouleversé(e) chaque fois que
j’entends un Blanc exprimer des
préjugés à l’égard des Noirs.
wissen, wer sie sind.
Je suis favorable à l’assouplissement
des lois sur le logement pour permettre
une plus grande mixité résidentielle.
Cela ne me contrarierait pas si mon
colocataire était un Noir.
Ich finde Initiativen gut, die sich für
mehr interkulturelle Integration in den
Nachbarschaften stark machen.
Es würde mir nichts ausmachen, mir
mit einer schwarzen Person ein Zimmer
in einer Pension zu teilen.
Es ist wahrscheinlich, dass die Gewalt
in Wohngegenden zunimmt, wenn
schwarze Menschen dort einziehen.
Ich kann über lustige rassistische Witze
lachen, auch wenn manche das
unmöglich finden.
Die europäischen Regierungen sollten
Schritte planen, um die
Ungerechtigkeiten, denen schwarze
Menschen durch Polizei und Behörden
ausgesetzt sind, abzubauen.
Schwarze und weiße Menschen sind
von Natur aus gleich.
Schwarze Menschen sind viel zu
fordernd in Bezug auf
Antidiskriminierungsgesetze in Europa.
Weiße sollten schwarze Menschen in
ihrem Kampf gegen Diskriminierung
und Abgrenzung in Europa
unterstützen.
Im Allgemeinen sind schwarze
Menschen nicht so clever wie weiße.
Ich sorge mich darum, dass in den
nächsten Jahren meine Bewerbung für
einen Job oder eine weitere Ausbildung
aufgrund der Bevorzugung von
Minderheiten abgelehnt werden könnte.
Von interkultureller Integration (in
Schulen, in Unternehmen, in
Nachbarschaften, etc.) profitieren
schwarze und weiße Menschen.
Manche schwarze Menschen in Europa
sind so empfindlich, wenn es um ihre
Hautfarbe geht, dass ein normaler
Als meer zwarte mensen in een wijk
komen wonen is er een kans dat het
geweld toeneemt.
Ik houd wel van leuke grappen over
zwarte mensen, ook al vinden sommige
mensen dat kwetsend.
De Nederlandse regering moet duidelijk
ingrijpen als zwarte mensen ongelijk
worden behandeld door lokale
bestuurders.
Il est probable que l’arrivée des Noirs
entraînera une augmentation de la
violence dans le voisinage.
J'apprécie les blagues sur les ethnies
même si cela peut offenser.
Zwarte en witte mensen zijn in essentie
gelijk.
Zwarte mensen eisen te veel als het gaat
om gelijke rechten in Nederland.
Les Blancs et les Noirs sont
naturellement égaux.
La demande d’égalité des droits
formulée par les Noirs est excessive et
pressante.
Les Blancs devraient soutenir les Noirs
dans leur lutte contre la discrimination.
Blanken zouden zwarten moeten
steunen in hun strijd tegen discriminatie
en uitsluiting in Nederland.
Le gouvernement devrait prendre des
mesures fortes pour corriger les
injustices que les autorités locales font
subir aux Noirs.
In het algemeen zijn zwarten niet zo
slim als blanken.
Ik maak me zorgen dat mijn eigen
kansen op werk en promotie minder
worden omdat er meer aandacht en zorg
is voor allerlei minderheidsgroepen.
Généralement, les Noirs ne sont pas
aussi compétents que les Blancs.
Je m’inquiète d’être, dans les années à
venir, victime de la discrimination
positive prônée en faveur des
minorités..
Integratie van groepen (op scholen,
buurten en bedrijven) is gunstig voor
zowel blanken als zwarten.
La mixité ethnique (dans les écoles, les
entreprises, les quartiers, etc.) est
bénéfique pour les Blancs et les Noirs.
In Nederland zijn sommige zwarte
mensen overgevoelig als het om
huidskleur gaat en daarom is het
Certains Noirs sont tellement sensibles
sur la question raciale qu’il est difficile
de sympathiser avec eux.
Ich werde sehr sauer, wenn jemand eine
auf Vorurteilen beruhende Bemerkung
über schwarze Menschen macht.
sprawian dzieciom problemów z
przyszkm identyfikacjm rasowm.
Denerwujj sij, gdy skyszj jak Biaky
wygkasza poglmdy na temat Czarnych
hwiadczmce o uprzedzeniu.
Popieram prawa “otwartych domów”,
które pozwalajm na rasowm integracjj
dzielnic.
Nie przeszkadzakoby mi, gdyby moim
wspóklokatorem/ wspóklokatorkm byk
Czarny/ Czarna.
Jest prawdopodobne, ge wraz z
wprowadzeniem sij Czarnych w
okolicy wzrohnie przestjpczohn.
Bawim mnie moje rasistowskie dowcipy,
nawet, jehli niektórzy uwagajm, ge sm
obrapliwe.
Rzmdy europejskie powinny podjmn
dziakania zwalczajmce
niesprawiedliwohn, której dohwiadczajm
Czarni ze strony samorzmdów.
Czarni i Biali sm sobie równi.
Czarni domagajm sij zbyt wiele i zbyt
szybko w swoich gmdaniach równych
praw w Europie.
Bieli powinni wspieran Czarnych w ich
walce z dyskryminacjm i rasizmem w
Europie.
Ogólnie rzecz biormc, Czarni sm mniej
bkyskotliwi nig Biali.
Obawiam sij, ge mogj nie dostan pracy
lub awansu z powodu prawa, które
bjdzie faworyzowan czkonków grup
mniejszohcowych.
Integracja mijdzyrasowa (w szkokach,
firmach, osiedlach itp.) przynosi
korzyhci zarówno Biakym jak i
Czarnym.
Niektórzy Czarni sm tak wragliwi na
punkcie swej razy, ge nie mogna z nimi
wytrzyman.
43
moeilijk om gewoon met hen om te
gaan.
Essentialism
With some groups, the cultural plays a
major role in how the people act and
ESS1
behave, whereby people from that
group rarely change how they are.
ESS2
ESS3
ESS4
Sommige groepen zijn van nature
anders dan andere groepen.
Sommige groepen zijn nu eenmaal
zoals ze zijn (veranderen van nature
niet)
In manchen Gruppen spielt die Kultur
eine wichtige Rolle für das Verhalten
und Handeln der Menschen, wodurch
die Menschen dieser Gruppen selten
ändern, wie sie sind.
Ungeachtet der individuellen
Unterschiede von Leuten einer
bestimmten Gruppe, sind die Menschen
in dieser Gruppe grundlegend gleich.
Es ist einfach so, dass manche Gruppen
anders sind als andere Gruppen.
Manche Gruppen werden immer so
bleiben wie sie sind (sie werden sich
nicht verändern).
Zwarte mensen in Nederland zeggen
dikwijls dat ze tweederangs burgers
zijn. Bent u het met ze ...
Les Noirs qui vivent en Europe
déclarent souvent qu’ils sont des
citoyens de seconde zone.
Schwarze Menschen in Europa
behaupten oftmals, dass sie Bürger
zweiter Klasse seien. Stimmen Sie dem
zu?
Czarni ludzie w Europie czjsto mówim
o sobie, ge sm obywatelami drugiej
kategorii. Czy Ty...
Combien de fois pensez-vous les
personnes noires sont l’objet de
discrimination en France ?
... au travail et dans l’entreprise?
... de la part des forces de police?
Wie häufig erleben schwarze Menschen
in Deutschland Ihrer Meinung nach
Diskriminierung…
... am Arbeitsplatz?
… durch die Polizei?
W Twojej opinii, jak czjsto Czarni w
Polsce dohwiadczajm dyskryminacji?
... in the work force?
... from the police?
Hoe vaak denkt u dat zwarte mensen in
Nederland te maken krijgen met
discriminatie…
... op het werk?
... door de politie?
W pracy?
Ze strony policji?
... from fellow White employees?
... van witte collega’s?
… durch weiße Kollegen?
Ze strony Biakych wspókpracowników?
... from teaching assistants, teachers or
university lecturers?
... in the form of racially motivated
glaring from White people?
... van onderwijzers en leraren?
... de la part des collègues de travail
blancs?
... de la part du corps enseignant?
… in der Schule oder Universität?
... sous la forme du regard
désapprobateur des Blancs?
… indem sie von weißen Menschen
angestarrt werden?
Ze strony nauczycieli i pracowników
naukowych?
W formie rasowo motywowanych
spojrzeo ze strony Biakych ludzi?
... sous forme d’insultes raciales?
… durch rassistische Bemerkungen
W formie rasistowskich zaczepek?
... dans les boîtes de nuit, les bistrots,
etc.?
… in Diskos, Kneipen, Restaurants,
etc.?
W klubach nocnych, barach, pubach,
dyskotekach, itp.?
In Nederland hebben blanke mensen
meer voordelen dan niet-blanke
mensen.
Les Blancs ont certains avantages que
les minorités n'ont pas dans cette
société.
Menschen mit weißer Hautfarbe
besitzen größere Vorteile in Europa als
nicht-weiße Menschen.
Ludzie z biakm skórm, majm wijcej
korzyhci, nig ludzie w Europie, którzy
nie sm biali.
Ik voel me schuldig over de sociale
Je me sens coupable de la condition
Ich fühle mich schuldig für das, was
Czujj sij winny/ a w zwimzku ze
Regardless of the individual differences
of people from a particular group, the
people within that group are basically
the same.
It is just a fact of life that some groups
are different than other groups.
Some groups will always be as they are
(they won’t change).
Belief in (present) Racial Discrimination
How often do you think Black people in
the UK experience discrimination...
BRD2
BRD3
BRD4
BRD5
BRD6
... in the form of racial slurs?
... in night clubs, bars, pubs, discos,
etc.?
Belief in (present) White Privilege
People with white skin have greater
advantages than non-white people have
in the UK.
White Guilt
WG1
I feel guilty about the past social
BRD7
W niektórych grupach kultura odgrywa
podstawowm rolj w ksztaktowaniu
zachowao, sprawia to, ge ludzie z tych
grup rzadko zmieniajm to, kim sm i jakm
peknim rolj.
Pomimo rógnic indywidualnych mijdzy
czkonkami okrehlonych grup, sm oni w
dugej mierze tacy sami.
Le rôle de la culture sur la façon de se
comporter ou d’agir est plus important
dans certains groupes au point que les
membres de ces groupes changent
rarement leur façon d’être.
Indépendamment de leurs différences
interindividuelles, les membres d’un
groupe particulier sont
fondamentalement identiques.
C’est un fait que certains groupes
semblent plus hétérogènes que d’autres.
Certains groupes auront toujours les
mêmes caractéristques. Ils ne
changeront jamais.
Perceived Discrimination
Black people in the UK often say that
they are second-class citizens. Do you...
BRD1
Umgang mit ihnen schwierig ist.
Bij sommige groepen bepaalt de eigen
cultuur heel erg hoe mensen zijn,
waardoor mensen van die cultuur
nauwelijks kunnen veranderen.
Ondanks de zichtbare verschillen tussen
mensen uit één groep zijn zij in essentie
eigenlijk het zelfde.
... in de vorm van afkeurend en
minachtend kijken en staren door witte
mensen?
... in de vorm van racistische
scheldwoorden?
... in café, disco, restaurant, etc.?
Jest faktem, ge pewne grupy rógnim sij
od innych.
Niektóre grupy zawsze bjdm takie same
(nigdy sij nie zmienim).
44
inequality of Black people in the UK
(i.e., colonialism, discrimination,
poverty).
When I learn about racism, I feel guilt
due to my association with the White
race.
White Racial Identity
Even if the number of non-white
persons in the UK is increasing, I will
always identify with other white
persons.
British Identity
BI1
I am comfortable being British.
I believe British people have a lot to be
BI2
proud of.
Being British is an important part of
BI3
who I am.
BI4
I feel good about being British.
BI5
Being British just feels natural to me.
I am not embarrassed to admit that I am
BI6
British.
BI7
I identify with other British.
BI8
I strongly feel British.
If someone says something negative
BI9
about the Britain, it is as if he/she is
saying something negative about me.
BI10
I feel at home in the Britain.
Evaluation
How interesting did you find the
EV1
questionnaire?
WG2
EV2
EV3
EV4
How important do you consider this
kind of research?
How much support and funding should
this kind of research receive?
Would you participate in a similar study
in the future?
d’inégalité de traitement passée et
présente au détriment des Noirs. (c.-àd., la colonisation, la discrimination, la
pauvreté).
Quand je me renseigne sur le racisme,
je me sens coupable d’appartenir au
groupe des Blancs.
weiße Menschen schwarzen Menschen
in Europa angetan haben (z.B.
Kolonialismus, Diskriminierung,
Armut).
Wenn ich von Rassismus höre, fühle ich
mich als weißer Mensch schuldig.
spokecznm nierównohcim Czarnych ludzi
w Europie, która miaka miejsce w
przeszkohci (np. kolonializmem,
dyskryminacjm, biedm)
Kiedy dowiadujj sij o rasizmie, czujj
sij winny/ a przez moje powimzanie z
Biakm rasm.
Ook al neemt in Nederland het aantal
niet-blanke mensen toe, toch blijf ik me
altijd identificeren met blanke mensen.
Malgré une augmentation du nombre
d’immigrés non européens en Europe,
je m’identifierai toujours
personnellement au groupe des Blancs.
Auch wenn die Anzahl nicht-weißer
Personen in Europa ansteigt, werde ich
mich immer mit anderen weißen
Menschen identifizieren.
Nawet jehli liczba osób, które nie sm
biake wzrasta w Europie, zawsze bjdj
identyfikowak/ a sij z innymi Biakymi
ludpmi.
Hoe interessant vond u de vragenlijst?
Ce questionnaire vous a-t-il paru
intéressant ?
Wie interessant fanden Sie den
Fragebogen?
Jak interesujmcy wydak Ci sij ten
kwestionariusz?
Hoe belangrijk vind u dit soort
onderzoek?
Hoeveel ondersteuning en geld zou dit
sort onderzoek moeten krijgen?
Zou u in de toekomst aan een
vergelijkbaar onderzoek mee werken?
Ce type d’enquête vous paraît-il
important ?
Ce type d’enquête devrait-il être
encouragé ?
Seriez-vous disposé à participer à ce
type d’enquête dans le futur ?
Für wie wichtig halten Sie diese Art der
Forschung?
Wie viel Unterstützung und Förderung
sollte diese Art der Forschung erhalten?
Würden Sie in Zukunft an einer
ähnlichen Studie teilnehmen?
Czy wydaje Ci sij, ge tego typu badania
sm wagne?
Jak dugo wsparcia i pomocy finansowej
powinny dostawan tego typu badania?
Czy wzimkbyh/ wzijkabyh ponownie
udziak w podobnym badaniu?
ongelijkheid van zwarte mensen nu en
in het verleden (bijv. kolonialisme,
discriminatie, armoede).
Als ik iets hoor of leer over racisme,
voel ik me schuldig omdat ik blank ben.
45
Appendix B
Documantation of changes made to original published scales
46
Implicit person theory
The Role of Implicit Theories. Journal of Personality and Social Psychology, 74, 1421 –
1436.
Unchanged items:
1. The kind of person someone is is something very basic about them and it can’t be changed
very much.
2. People can do things differently, but the important parts of who they are can’t really be
changed.
3. Everyone is a certain kind of person and there is not much that can be done to really change
that.
Right-Wing Authoritarian Scale
Altemeyer, B. (1994). Reducing Prejudice in Right-wing Authoritarians. In M. P. Zanna & J.
M. Olson (Eds.), The Psychology of Prejudice: The Ontario Symposium (pp. 131-148).
Unchanged items (English version):
1. The way things are going in this country, it’s going to take a lot of “strong medicine” to
straighten out the troublemakers, criminals, and perverts.
2. People should pay less attention to the Bible and the other traditional forms of religious
guidance and instead develop their own personal standards of what is moral and immoral.
(Reversed)
3. It would be best for everyone if the proper authorities censored magazines and movies to
keep trashy materials away from the youth.
4. There is nothing wrong with premarital sexual intercourse. (Reversed)
5. Obedience and respect for authority are the most important virtues children should learn
6. Once our government leaders and the authorities condemn the dangerous elements in our
society, it will be the duty of each patriotic citizen to help stomp out the rot that is poisoning
our country from within.
7. In these troubled times laws have to be enforced without mercy, especially when dealing
with the agitators and revolutionaries who are stirring things up.
8. Atheists and others who have rebelled against the established religions are no doubt every
bit as good and virtuous as those who attend church regularly. (Reversed)
9. The self-righteous “forces of law and order” threaten freedom in our country a lot more
than the groups they claim are “radical” and “godless”. (Reversed)
10. A lot of rules regarding modesty and sexual behaviour are just customs which are not
necessarily any better or holier than those which other people follow. (Reversed)
Unchanged items (German version):
1. Man sollte alten, traditionellen Glaubenssätzen weniger Beachtung schenken und
stattdessen seine persönlichen Moralvorstellungen über Gut und Böse entwickeln. (Reversed)
2. Was wir in unserem Land anstelle von mehr Bürgerrechten wirklich brauchen, ist eine
anständige Portion Recht und Ordnung.
3. Die Zeiten, in denen Frauen sich Konventionen unterordnen mussten, sollten ein für alle
Mal vorbei sein. (Reversed)
4. Die Abkehr von der Tradition wird sich eines Tages als fataler Fehler herausstellen.
5. Es gibt kein Verbrechen, das die Todesstrafe rechtfertigen würde. (Reversed)
47
6. Gehorsam und Achtung vor der Autorität sind die wichtigsten Tugenden, die Kinder lernen
sollten.
7. Gleichgeschlechtliche Lebensgemeinschaften sollten der Ehe in jeder Hinsicht
gleichgestellt werden. (Reversed)
8. Was unser Land wirklich braucht, ist einen starken, entschlossenen Kanzler, der uns wieder
auf unseren richtigen Weg bringt.
9. Es ist gut, dass die jungen Leute heutzutage größere Freiheiten haben, ihr eigenes Ding zu
machen und gegen Dinge zu protestieren, die sie nicht mögen. (Reversed)
10. Tugendhaftigkeit und Gesetzestreue bringen uns auf lange Sicht weiter als das ständige
Infragestellen der Grundfesten unserer Gesellschaft.
11. Es ist wichtig, die Rechte von Radikalen und Abweichlern in jeder Hinsicht zu wahren.
(Reversed)
12. Die wahren Schlüssel zum guten Leben sind Gehorsam, Disziplin und Tugend.
Social Dominance Orientation Scale
Hierarchy and Oppression. Cambridge: Cambridge University Press.
Unchanged items:
2. In getting what you want, it is sometimes necessary to use force against other groups.
4. To get ahead in life, it is sometimes necessary to step on other groups.
6. It’s probably a good thing that certain groups are at the top and other groups are at the
bottom.
8. Sometimes other groups must be kept in their place.
10. Group equality should be our ideal. (Reversed)
12. We should do what we can to equalize conditions for different groups. (Reversed)
14. We would have fewer problems if we treated people more equally. (Reversed)
16. No group should dominate in society. (Reversed)
Deleted items:
1. Some groups of people are simply inferior to other groups.
3. It’s OK if some groups have more of a chance in life than others.
5. If certain groups stayed in their place, we would have fewer problems.
7. Inferior groups should stay in their place.
9. It would be good if groups could be equal. (Reversed)
11. All groups should be given an equal chance in life. (Reversed)
13. Increased social equality. (Reversed)
15. We should strive to make incomes as equal as possible. (Reversed)
Multicultural Ideology Scale
Brug, P. & Verkuyten, M. (2004). Multicultural and group status: The role of ethnic
identification, group essentialism and protestant ethic. European Journal of Social
Unchanged items:
2. Minorities deserve to get support in maintaining their culture in COUNTRY.
3. It is the best for COUNTRY if ethnic minorities quickly give-up (forget) their cultural
background. (Reversed)
4. A society with different cultural groups is better able to address new problems.
48
5. The idea of a single COUNTRY community is being weakened by the minorities who hold
on to their old customs and traditions. (Reversed)
6. If minorities want to hold on to their old customs and traditions, then they should do it in
private. (Reversed)
8. Native COUNTRY people have to make a greater effort to try and understand the customs
and traditions of minorities.
9. Minority parents should encourage their children to honour the customs and traditions of
their parents’ homeland.
10. People who come to live in COUNTRY, should adapt their behaviour to that of the
COUNTRY. (Reversed)
15. Minorities should interact with native COUNTRY people as much as possible.
10. Native COUNTRY people have to do more to try and have contact with minorities.
Deleted Items:
1. The COUNTRY have to recognize that the COUNTRY society is made up to different
groups, with their own cultural background. (Reversed)
7. A society with several different cultural groups has more problems with its national identity
than compared to a society with one or two groups. (Reversed)
11. Minorities have to strive to maintain and honour their culture.
12. COUNTRY (native COUNTRY) should do their best to keep their own culture.
(Reversed)
13. Minorities should have to do their best to become “COUNTRY”. (Reversed)
14. COUNTRY people should try to do more to adapt to the cultures and norms of other
people. (Reversed)
Open-ended stereotype list
Zanna, M.P. (1994). On the nature of prejudice. Canadian Psychology, 34, 11- 23.
Changed:
Now, we are interested in the characteristics that white people use in describing Black people
in COUNTRY. Please provide a list of characteristics white people in COUNTRY most often
use to describe a typical Black person in COUNTRY.
PLEASE NOTE: You DO NOT have to agree to the list of characteristics you provide, please
also list characteristics you might consider to be false. We are interested in which
characteristics of Black people are known by white people in general.
1. Your description should consist of a list of up to seven characteristics or, if necessary, short
phrases. All your answers will be treated confidently please give honest answers to support
our research. (Items to list)
2. Now, please decide for each characteristic you listed whether it is favourable, unfavourable,
or neutral, as normally used to describe people. There may be several usages or criteria to
consider in determining the degree of favourableness implied by a given characteristic. We
want only a global or “average” rating, so give us your immediate first impression, and don’t
spend too much time on any single one.
[ ] Very favourable
[ ] Favourable
[ ] Neutral
49
[ ] Unfavourable
[ ] Very Unfavourable
3. Some of the characteristics of Black people might be more typical than others. We are now
interested in how typical you think the characteristics you provided are for Black people in
COUNTRY. Please think of a typical Black person in COUNTRY and indicate the percentage
(0 % - 100 %) of Black people in COUNTRY to which each characteristic applies.
Attitude towards Blacks
Brigham, J.C. (1993). College Students’ racial Attitudes. Journal of applied social
psychology, 23, 1933 – 1967.
Unchanged items:
1. If a black were put in charge of me, I would not mind taking advice and direction from him
or her.
2. If I had a chance to introduce black visitors to my friends and neighbours, I would be
pleased to do so.
4. I would probably feel somewhat self-conscious dancing with a black in a public place.
(Reversed)
5. I would not mind it at all if a black family with about the same income and education as me
moved in next door.
7. Interracial marriage should be discouraged to avoid the “who-am-I?” confusion which the
children feel. (Reversed)
8. I get very upset when I hear a white make a prejudicial remark about blacks.
9. I favour open housing laws that allow more racial integration of neighbourhoods.
10. It would not bother me if my new roommate was black.
11. It is likely that blacks will bring violence to neighbourhoods when they move in.
(Reversed)
12. I enjoy a funny racial joke, even if some people might find it offensive. (Reversed)
14. Black and white people are inherently equal.
17. Generally, blacks are not as smart as whites. (Reversed)
18. I worry that in the next few years I may be denied my application for a job or a promotion
because of preferential treatment given to minority group members. (Reversed)
19. Racial integration (of schools, businesses, residences, etc.) has benefited both whites and
blacks.
Edited items:
3. I would rather not have blacks live in the same apartment building I live in.
I would rather not have blacks live in the same neighbourhood I live in. (Reversed)
6. I think that black people look more similar to each other than white people do.
I think that black people living in COUNTRY look more similar to each other than white
people do. (Reversed)
13. The federal government should take decisive steps to override the injustices blacks suffer
at the hands of local authorities.
The COUNTRY governments should take decisive steps to override the injustices blacks
suffer at the hands of local authorities.
15. Black people are demanding too much too fast in their push for equal rights.
Black people are demanding too much too fast in their push for equal rights in
COUNTRY. (Reversed)
50
16. Whites should support blacks in their struggle against discrimination and segregation.
Whites should support blacks in their struggle against discrimination and segregation in
COUNTRY.
20. Some blacks are so touchy about race that it is difficult to get along with them.
Some blacks in COUNTRY are so touchy about race that it is difficult to get along with
them. (Reversed)
Essentialism Scale
Verkuyten, M. & Brug, P. (2004). Multiculturalism and group status: The role of ethnic
Unchanged items:
5.
With some groups, the cultural plays a major role in how the people act and behave,
whereby people from that group rarely change how they are.
According to you, how is that with regard to…
6.
Regardless of the individual differences of people from a particular group, the people
within that group are basically the same.
7.
It is just a fact of life that some groups are different that to other groups.
8.
Some groups will always be as they are. (They won’t change).
Deleted items:
1.
With some groups, the people are very much alike in how they think and behave,
while in other groups there are a lot of differences.
2.
Some groups form a more united community, while other groups are more
divided/separated.
3.
With some groups, the people in the group seek and have a lot of contact with other
group members, while in other groups; the people have less contact with one another.
4.
Some groups are very organized, so that they can accomplish things.
Belief in (present) Racial Discrimination
Benefits and Limits of Self-Focus. Society for Personality and Social Psychology Bulletin, 29,
117-129.
51
Unchanged items:
How often do you think Blacks in the UK experience discrimination …
1.
… in the work force?
2.
… from the police?
3.
… from fellow White employees?
4.
… from teaching assistants and faculty?
5.
… in the form of racially motivated glaring from White people?
6.
… in the form of racial slurs?
New item:
7.
… in night clubs, bars, pubs, discos, etc.?
Belief in (present) White Privilege
25, 500-514.
Edited items:
1. White people have certain advantages that minorities do not have in this society.
People with white skin have greater advantages than non-white people have in COUNTY.
Deleted items:
2. My status as a White person grants me unearned privileges in today’s society.
3. I feel that White skin in COUNTY opens many doors for White during their
everyday lives.
4. I do not feel that White people have any benefits or privileges due to their race. (Reversed)
5. My skin colour is an asset to me in everyday life.
White guilt
25, 500-514.
Unchanged items:
4. When I learn about racism, I feel guilt due to my association with the White race.
Edited items:
2. I feel guilty about the past and present social inequality of Black Americans (i.e. slavery,
poverty)
I feel guilty about the past social inequality of Black people in COUNTRY (i.e.,
colonialism, discrimination, poverty).
Deleted Items:
1. Although I feel my behaviour is typically non-discriminatory towards Black, I still feel
guilt due to my association with the White race.
3. I do not feel guilty about social inequality between White and Black people in COUNTRY.
(Reversed)
5. I feel guilty about the benefits and privileges that I receive as a White person.
52
Appendix C
Material used for recruitment
53
Betreff: Freiwillige für die Teilnahme an einer Umfrage zu Identitäten in Europa gesucht
Liebe…. / Lieber…
Wir würden gerne wissen, was Menschen in verschiedenen Ländern Europas heute über sich und über andere
denken. Der europäische Einigungsprozess hat in vielen Bereichen eine Verschiebung und Veränderung
hergebrachter Identitäten mit sich gebracht. Was geschieht mit nationalen und regionalen Identitäten, wenn eine
gemeinsame europäische Identität zunimmt? Stehen sie im Widerspruch, verschmelzen sie oder bildet sich eine
Hierarchie der Identitäten?
Um dies herauszufinden, werden Menschen in verschiedenen Ländern Europas befragt. Wir, die
Forschungsgruppe an der Johannes Gutenberg-Universität Mainz, suchen dafür Menschen aus Deutschland, die
uns bei unserem Teil dieser Forschung unterstützen.
Wir benötigen daher Ihre Hilfe und die Hilfe anderer Menschen aus Deutschland. Ihre Sichtweise ist für uns
von großer Bedeutung und wird uns dabei helfen, mehr über Identitäten in Deutschland zu erfahren und diese
mit den Identitäten in anderen Ländern Europas vergleichen zu können.
Unabhängig davon, ob Sie teilnehmen möchten oder nicht, wäre es eine große Unterstützung unserer
Forschung, wenn Sie diese Mail an andere weiter versenden würden, die ein Interesse an der Umfrage haben
könnten. Sie würden uns und unsere Forschung damit sehr unterstützen.
Um Ihre Anonymität zu wahren, wird die Umfrage online durchgeführt. Sie können den Fragebogen also
jederzeit und überall im Internet aufrufen und ausfüllen. Möchten Sie teilnehmen, rufen Sie bitte die folgende
Webseite auf. Sie erhalten dann unverzüglich einen Zugangscode sowie einen Link zum Fragebogen. Die
Teilnahme erfolgt selbstverständlich anonym:
http://www.zdv.uni-mainz.de/scripts/Umfragen/Umfrage-EIS-GER
Sollten Sie über keinen Zugang zum Internet verfügen, kontaktieren Sie uns bitte über die unten angeführte
Adresse, damit wir Ihnen eine Papierversion des Fragebogens zusenden können.
Vielen Dank für Ihr Interesse. Über eine Teilnahme würden wir uns sehr freuen.
Prof. Dr. Randolph Ochsmann
Dipl.-Psych. Timo Wandert
Weitere Informationen erhalten Sie unter:
http://psycho.sowi.uni-mainz.de/abteil/soz/
Kontakt:
European Identity Studies
Abteilung für Sozialpsychologie
Psychologisches Institut
Staudingerweg 9
Johannes Gutenberg-Universität Mainz
55099 Mainz
Mail: [email protected]
Fig. C1: E-Mail used for recruitment in virtual bulletin boards.
54
Untersuchung zu Europäische Identitäten an der Johannes Gutenberg-Universität in Mainz gestartet
Für die ländervergleichende Befragung zu Identitäten in Europa werden Teilnehmende gesucht
(Mainz, 25. Januar 2007) Anfang Oktober 2006 wurde an der Johannes Gutenberg-Universität in Mainz der
Startschuss für eine interdisziplinäre Studie zu europäischen Identitäten gegeben. Die von Prof. Dr. Randolph
Ochsmann geleitete europaweite Untersuchung ist an der Abteilung für Sozialpsychologie am Psychologischen
Institut angesiedelt und hat sich zum Ziel gesetzt, die multiplen Identitäten Europas zu untersuchen. Auf
regionaler, nationaler und europäischer Ebene werden Europäern und Europäerinnen in mehreren Ländern über
ihre Selbst- und Fremdwahrnehmung und die Bedeutung ihrer verschiedenen Identitäten befragt.
Der europäische Einigungsprozess bringt in vielen Bereichen eine Verschiebung hergebrachter Identitäten mit
sich. Was wird aus nationalen und regionalen Identitäten, wenn eine gemeinsame europäische Identität
zunimmt? Stehen sie im Widerspruch, verschmelzen sie oder bildet sich eine Hierarchie der Identitäten? Da sich
die Identitäten in verschiedenen Ländern Europas voneinander unterscheiden und verschiedene Bedeutungen
annehmen können, soll die ländervergleichend angelegte Studie untersuchen, unter welchen Bedingungen sich
welche Formen der Identität entwickeln und in welchem Verhältnis diese stehen. Die Untersuchung basiert auf
der Befragung von Freiwilligen und nutzt einen europaweit eingesetzten Internet- Fragebogen. Interessierte
können unter [email protected] Kontakt aufnehmen oder direkt auf den Fragebogen zugreifen:
www.zdv.uni-mainz.de/scripts/Umfragen/Umfrage-EIS-GER
Kontakt:
Staudingerweg 9
55099 Mainz
Telefon: +49 (0) 6131 39 22244
Fax: +49 (0) 6131 39 25655
Fig. C2: Press release used for recruitment.
Next page: Information sheet sent out as hand-out and poster to public institutions as museums, libraries, etx. (fig.
C3).
55
EIS – European Identity Studies
Prof. Dr. Randolph Ochsmann
Freiwillige für die Teilnahme an einer
Umfrage zu Identitäten in Europa gesucht
Wir würden gerne wissen, was Menschen in verschiedenen
Ländern Europas heute über sich und über andere denken. Der
europäische Einigungsprozess hat in vielen Bereichen eine
Verschiebung und Veränderung hergebrachter Identitäten mit
sich gebracht. Was geschieht mit nationalen und regionalen
Identitäten, wenn eine gemeinsame europäische Identität
zunimmt? Stehen sie im Widerspruch, verschmelzen sie oder
bildet sich eine Hierarchie der Identitäten?
Um dies herauszufinden, brauchen wir Ihre Hilfe und die Hilfe
anderer Menschen aus Deutschland. Ihre Sichtweise ist für uns
von großer Bedeutung und wird uns dabei helfen, mehr über
Identitäten in Deutschland zu erfahren und diese mit den
Identitäten in anderen Ländern Europas vergleichen zu können.
Um Ihre Anonymität zu wahren, wird die Umfrage online
durchgeführt. Sie können den Fragebogen also jederzeit und
überall im Internet aufrufen und ausfüllen. Zur Teilnahme rufen
Sie bitte die folgende Webseite auf. Sie erhalten dann
unverzüglich einen Zugangscode sowie einen Link zum
Fragebogen. Die Teilnahme erfolgt selbstverständlich anonym:
http://www.zdv.uni-mainz.de/scripts/Umfragen/Umfrage-EIS-GER
Sollten Sie über keinen Zugang zum Internet verfügen,
kontaktieren Sie uns bitte, damit wir Ihnen eine Papierversion
des Fragebogens zusenden können.
Auch wenn Sie nicht teilnehmen möchten, wäre es eine große
Unterstützung unserer Forschung, wenn Sie andere auf die
Umfrage aufmerksam machen würden.
Vielen Dank für Ihr Interesse. Über eine Teilnahme würden wir
uns sehr freuen.
Kontakt
Staudingerweg 9
55099 Mainz
http://psycho.sowi.uni-mainz.de/abteil/soz/
56
References
Altemeyer, B. (1994). Reducing prejudice in right-wing authoritarians. In M. P. Zanna & J.
M. Olson (Eds.), The psychology of prejudice: The Ontario symposium (pp. 131-148).
Brigham, J.C. (1993). College Students’ racial Attitudes. Journal of applied social
psychology, 23, 1933 – 1967.
Brug, P. & Verkuyten, M. (2004). Multicultural and group status: The role of ethnic
The Role of Implicit Theories. Journal of Personality and Social Psychology, 74,
1421 – 1436.
Eagly, A.H. & Mladinic, A. (1989). Gender Stereotypes and Attitudes toward Women and
Men. Personality and Social Psychology Bulletin, 15, 543-558.
Benefits and Limits of Self-Focus. Society for Personality and Social Psychology
Bulletin, 29, 117-129.
Attitudes Toward Affirmative Action. Society for Personality and Social Psychology
Bulletin, 25, 500-514.
Hierarchy and Oppression. Cambridge: Cambridge University Press.
Verkuyten, M. & Brug, P. (2004). Multiculturalism and group status: The role of ethnic
Zanna, M.P. (1994). On the nature of prejudice. Canadian Psychology, 34, 11- 23.
57

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