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      Self-Esteem and National Identification in Times of Islamophobia: A Study Among Islamic School Children in The Netherlands

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          Abstract

          Despite strong debates about the role of Islamic education in Western societies, very little is known about the ways these schools can affect how Muslim children feel about these societies and themselves. This research examined how the self-esteem and national identification of Islamic schools students in a non-Muslim country ( N = 707; M age  = 10.02; SD = 1.25; 56.9% girls) depend on their perceptions of religious discrimination and the student-teacher relationship, as well as their teachers’ religious background and implicit religious attitude. Children reported substantially more religious discrimination against their group than against themselves. Religious discrimination was associated with lower self-esteem and weaker national identification, whereas a close bond with the teacher was associated with higher self-esteem and stronger national identification. Children with a non-Muslim teacher reported more national identification than students with a Muslim teacher, but less so if this teacher had a comparatively positive attitude toward Muslims. Results provide insights on how self-esteem and national identification can be encouraged within the context of Islamic education.

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          Missing data: our view of the state of the art.

          Statistical procedures for missing data have vastly improved, yet misconception and unsound practice still abound. The authors frame the missing-data problem, review methods, offer advice, and raise issues that remain unresolved. They clear up common misunderstandings regarding the missing at random (MAR) concept. They summarize the evidence against older procedures and, with few exceptions, discourage their use. They present, in both technical and practical language, 2 general approaches that come highly recommended: maximum likelihood (ML) and Bayesian multiple imputation (MI). Newer developments are discussed, including some for dealing with missing data that are not MAR. Although not yet in the mainstream, these procedures may eventually extend the ML and MI methods that currently represent the state of the art.
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            Measuring individual differences in implicit cognition: the implicit association test.

            An implicit association test (IAT) measures differential association of 2 target concepts with an attribute. The 2 concepts appear in a 2-choice task (2-choice task (e.g., flower vs. insect names), and the attribute in a 2nd task (e.g., pleasant vs. unpleasant words for an evaluation attribute). When instructions oblige highly associated categories (e.g., flower + pleasant) to share a response key, performance is faster than when less associated categories (e.g., insect & pleasant) share a key. This performance difference implicitly measures differential association of the 2 concepts with the attribute. In 3 experiments, the IAT was sensitive to (a) near-universal evaluative differences (e.g., flower vs. insect), (b) expected individual differences in evaluative associations (Japanese + pleasant vs. Korean + pleasant for Japanese vs. Korean subjects), and (c) consciously disavowed evaluative differences (Black + pleasant vs. White + pleasant for self-described unprejudiced White subjects).
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              Anti-Muslim prejudice in Europe: A multilevel analysis of survey data from 30 countries

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                Author and article information

                Contributors
                +31 30 253 5560 , j.t.thijs@uu.nl
                Journal
                J Youth Adolesc
                J Youth Adolesc
                Journal of Youth and Adolescence
                Springer US (New York )
                0047-2891
                1573-6601
                10 August 2018
                10 August 2018
                2018
                : 47
                : 12
                : 2521-2534
                Affiliations
                [1 ]ISNI 0000000120346234, GRID grid.5477.1, Ercomer, Department of Interdisciplinary Social Science, , Utrecht University, ; Padualaan 14, 3584 CH Utrecht, The Netherlands
                [2 ]ISNI 0000000120346234, GRID grid.5477.1, Department of Education, , Utrecht University, ; Heidelberglaan1, 3508 TC Utrecht, The Netherlands
                Article
                906
                10.1007/s10964-018-0906-6
                6245140
                30094658
                cb1785d2-09bd-422f-94b7-ee12b29e06e3
                © The Author(s) 2018

                Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution, and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                History
                : 1 June 2018
                : 19 July 2018
                Categories
                Empirical Research
                Custom metadata
                © Springer Science+Business Media, LLC, part of Springer Nature 2018

                Health & Social care
                islamic schools,muslim children,discrimination,teachers,self-esteem,national identification

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