Social Pressure for Religious Conformity and Anti-Gay Sentiment among Muslim and Christian Youth

Autor/inn/en	Van Droogenbroeck, Filip; Spruyt, Bram
Titel	Social Pressure for Religious Conformity and Anti-Gay Sentiment among Muslim and Christian Youth
Quelle	In: Educational Psychology, 40 (2020) 2, S.227-248 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Droogenbroeck, Filip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1622651
Schlagwörter	Social Bias; Religious Cultural Groups; Religion; Muslims; Christianity; Identification (Psychology); LGBTQ People; Secondary School Students; Foreign Countries; Social Attitudes; Student Characteristics; Belgium + Suchen Sie Ihr Suchwort? Kirchliche Gruppe; Religionszugehörigkeit; Muslim; Muslimin; Christentum; Sekundarschüler; Ausland; Social attidude; Soziale Einstellung; Belgien
Abstract	Research on civic education, for the most part, investigates the alleged outcomes of deliberate civic education programs. Remarkably, few types of research have investigated how the outcomes of group process (e.g. based on religion) in schools, and more specifically, the pressure to conform to in-group norms, relate to civic educational goals (e.g. promoting tolerance for Lesbian, Gay, Bisexual, Transgender people). Against that background, this paper has two objectives. First, we assess social variation in perceived social pressure for religious conformity among Christian and Muslim Youth enrolled in secondary education in Flanders (N = 2765). Second, we investigate the relationship between perceived social pressure for religious conformity and anti-gay sentiment. Our analyses are guided by social identity theory and rely on multilevel analysis. We find that for both Christian and Muslim youth, anti-gay sentiment is higher among young people who experience higher social pressure through the perceived expectations from talking with significant others about religion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01