Proactive Attitudes towards Integration and Intense Group Identification, in a Sample of the Swedish-speaking Minority of Western Finland
Keywords:proactive attitudes towards integration, intense group identification, minority, Western Finland
AbstractThe aim of the study was to investigate proactive attitudes towards integration and intense group identification in a sample of the Swedish-speaking minority of Western Finland. A questionnaire was completed by 298 respondents (208 females and 90 males). The mean age was 32.7 yrs (SD 13.4) for women and 28.9 yrs (SD 13.4) for males. The questionnaire included scales measuring positive attitudes towards cultural and structural efforts to enhance the situation of immigrants, openness to diversity (Phelps, Eilertsen, Türken, - Ommundsen, 2011) and intense group identification. Positive attitudes towards cultural and structural efforts to enhance integration, and openness to diversity all correlated significantly positively with each other, and negatively with intense group identification. Age did not correlate with any of the scales in the study. Females scored higher than males on the three subscales measuring proactive attitudes towards integration, and males scored significantly higher on intense group identification. Respondents with a higher educational level scored higher on cultural efforts and on openness to diversity, and significantly lower on intense group identification. Social integration efforts could be fostered by enancing prosocial traits, especially among males, and by encouraging people to study at the higher degree institutions. This could be applie not only among the Swedish-speaking Finns but also among other cultural groups in Finland and elsewhere.
How to Cite
Karin, Kaj, & Grigaitytė, I. (2019). Proactive Attitudes towards Integration and Intense Group Identification, in a Sample of the Swedish-speaking Minority of Western Finland. European Journal of Social Science Education and Research, 6(3), 23–36. https://doi.org/10.26417/ejser.v6i3.p23-36
Copyright (c) 2021 European Journal of Social Science Education and Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.