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Intergroup Contact between Germans and Turkish Immigrants Living in Germany

Exploring Tandem Language Classes as a Means to Reduce Prejudice

by Anna Noack (Author)
©2018 Thesis 234 Pages

Summary

In Germany, the relationship between Turkish immigrants and Germans without migration background is often characterized by negative views. Intergroup Contact Theory describes how social contact can improve relations between groups in conflict. This book examines a series of five tandem language classes that have never before been studied in an intergroup contact context. Applying the theory’s principles, native Germans and Turkish immigrants taught each other German and Turkish supervised by a bilingual language teacher. Statistical analyses reveal a prejudice-reducing effect for course participants relative to a non-participating control group. This and other findings promote tandem language classes as a means to improve relations between host population and immigrants from the start.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Acknowledgements
  • Contents
  • List of Tables
  • List of Figures
  • 1. Introduction
  • 1.1 Turkish immigrants in Germany
  • 1.2 Intergroup contact theory
  • 1.3 Tandem language course: A scientifically based contribution to improve relations between Germans and Turkish immigrants?
  • 1.4 Structure of the Study
  • 2. Germany as a migration country and Turkish immigrants in Germany
  • 2.1 History of German-Turkish labour migration
  • 2.2 Turkish immigrants in Germany now
  • 2.3 Negative sentiments and prejudice
  • 3. Intergroup contact theory
  • 3.1 Development of the contact hypothesis
  • 3.2 From contact hypothesis to intergroup contact theory
  • 3.3 Current research within intergroup contact theory
  • 3.3.1 Affective processes as mediators of the contact-prejudice relationship
  • 3.3.2 Categorization processes and their role in the contact-prejudice relationship
  • 3.3.3 Group status issues in intergroup contact
  • 3.4 Criticisms of intergroup contact theory
  • 3.4.1 Intergroup contact can lead to negative outcomes
  • 3.4.2 The effects of intergroup contact do not generalize
  • 3.4.3 Achieving authentic contact is difficult
  • 3.4.4 Intergroup contact may retard social change
  • 3.5 Gaps in the literature
  • 3.5.1 The process of prejudice reduction
  • 3.5.2 Minority perceptions in intergroup contact
  • 3.5.3 Longitudinal and multilevel studies on intergroup contact
  • 3.5.4 Policy relevance
  • 3.6 Addressing gaps in the literature by studying German-Turkish tandem courses
  • 4. Tandem language learning intervention
  • 4.1 Tandem: Concepts and practice
  • 4.2 Tandem courses: Description and content
  • 4.3 Fit with intergroup contact theory research
  • 4.3.1 Policy relevance and institutionalizable setting
  • 4.3.2 Allport factors
  • 4.3.3 Friendship potential
  • 4.3.4 Repeated sessions and long-term duration
  • 4.3.5 Sequential decategorization and recategorization
  • 4.4 Hypotheses
  • 5. Methods
  • 5.1 Participants
  • 5.2 Sampling
  • 5.3 Design
  • 5.4 Course setting, organization and content
  • 5.5 Questionnaire administration
  • 5.6 Measures
  • 5.6.1 Dependent variables
  • 5.6.2 Moderator
  • 5.6.3 Mediators
  • 5.6.4 Secondary dependent variables
  • 5.6.5 Demographic variables
  • 5.6.6 Course-related measures
  • 6. Results
  • 6.1 Efficacy of tandem course in improving intergroup relations
  • 6.1.1 Does tandem language learning reduce prejudice?
  • 6.1.2 Does participation in the tandem language class lead to an increase in intergroup friendships?
  • 6.1.3 Does participation in the tandem language class increase intergroup contact?
  • 6.2 Process of prejudice reduction in tandem course setting
  • 6.2.1 The role of the Allport conditions
  • 6.2.2 The role of emotion-related factors – anxiety, perspective-taking and empathy
  • 6.2.3 The role of categorization strategies
  • 6.3 Minority-majority differences in outcomes of the intergroup contact process
  • 7. Discussion
  • 7.1 Summary
  • 7.2 Theoretical implications
  • 7.2.1 Efficacy of the intervention
  • 7.2.2 The process of prejudice reduction
  • 7.2.3 Minority–majority issues
  • 7.3 Practical implications
  • 7.4 Limitations and future research
  • 7.4.1 Methodological and conceptual issues
  • 7.4.2 Cross-cultural and group-related issues
  • 7.4.3 The scope of study findings
  • 7.4.4 Cultural knowledge about the outgroup: A more powerful mediator in the tandem context?
  • 7.4.5 Suggested measures for the improvement of course and study results
  • 7.4.6 Suggested model for follow-up studies
  • 7.5 General conclusion
  • References
  • Appendix
  • A1 Tables
  • A1.1 MANOVA Tables
  • A1.2 MANCOVA Tables
  • A1.3 Formative Index Tables
  • A1.4 Number of outgroup friends
  • A1.5 Outgroup Contact
  • A1.6 Allport Moderator Analysis
  • A1.7 Minority-Majority Differences in Allport Factors
  • A1.8 Group Categorization Analysis
  • A2 Questionnaire Versions of Scales and Predecessor Scales
  • A2.1 The Subtle and Blatant Prejudice Scales by Pettigrew and Meertens (1995) – German Context Version Adapted by Neumann and Seibt (2001)
  • A2.2 German and Turkish Version Prejudice Items Applied in this Study
  • A2.3 Allport Factors
  • A2.4 Empathy
  • A2.5 Perspective-Taking
  • A2.6 Group Identification
  • A3 Organizational
  • A3.1 Course Schedules
  • A3.2 Common Reference Levels for Languages - Global Scale
  • A4 Course material

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List of Tables

Details

Pages
234
Year
2018
ISBN (PDF)
9783631757642
ISBN (ePUB)
9783631757659
ISBN (MOBI)
9783631757666
ISBN (Softcover)
9783631757635
DOI
10.3726/b14203
Language
English
Publication date
2018 (September)
Keywords
Integration Intergroup relations Attitude change Language acquisition Contact interventions Contact hypothesis
Published
Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2018. 234 pp., 15 fig. b/w, 30 tables

Biographical notes

Anna Noack (Author)

Anna Noack is a social psychologist with a PhD from the Bremen International Graduate School of Social Sciences. She developed and organized conflict-reducing and empathy-promoting encounters for youth from diverse cultural and ethnical backgrounds. Intergroup relations and methods of conflict resolution are her main areas of interest.

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236 pages