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Publications (10 of 24) Show all publications
Bohman, A., Eger, M. A., Gabrielsson, D. & Velásquez, P. (2024). Revisiting group threat theory using insights from stigma research. In: Lawrence H. Yang; Maureen A. Eger; Bruce G. Link (Ed.), Migration stigma: understanding prejudice, discrimination, and exclusion. Cambridge, MA: MIT Press
Open this publication in new window or tab >>Revisiting group threat theory using insights from stigma research
2024 (English)In: Migration stigma: understanding prejudice, discrimination, and exclusion / [ed] Lawrence H. Yang; Maureen A. Eger; Bruce G. Link, Cambridge, MA: MIT Press, 2024Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cambridge, MA: MIT Press, 2024
Series
Strüngmann Forum Reports ; 32
Keywords
stigma, migrant, immigrant, immigration, international migration
National Category
International Migration and Ethnic Relations
Identifiers
urn:nbn:se:umu:diva-215679 (URN)9780262548120 (ISBN)
Note

Series editor: Julia Lupp 

Funding for the Ernst Strüngmann Forum is provided by the Dr. Ernst Strüngmann Foundation.

Available from: 2023-10-24 Created: 2023-10-24 Last updated: 2023-10-25
Bohman, A., Eger, M. A., Hjerm, M. & Mitchell, J. (2023). COVID-19-induced academic stress and its impact on life satisfaction and optimism: a panel study of Swedish university students between 2020 and 2022. European Journal of Higher Education
Open this publication in new window or tab >>COVID-19-induced academic stress and its impact on life satisfaction and optimism: a panel study of Swedish university students between 2020 and 2022
2023 (English)In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we analyse the level of and development in students’ academic stress due to the COVID-19 pandemic. We devote particular attention to students that first entered university in 2020, ‘the COVID cohort’, who had fewer opportunities to integrate in ways that theoretically should mitigate the impact of pandemic-induced disruption to their studies. Using four waves of data, collected 2020–2022, we find evidence of both pandemic and cohort effects among Swedish university students (N = 3138). During the pandemic’s first year academic stress due to COVID-19 increased regardless of pre-pandemic university experience. The stress, in turn, negatively impacted students’ life satisfaction, a factor theoretically linked to key student outcomes like persistence and academic performance but had limited effect on students’ long-term optimism. The COVID cohort expressed higher levels of academic stress and experienced a greater drop in life satisfaction compared to the most senior students (3 years or more), but largely overlapped with students with some university experience (1–2 years). These group differences persisted in spring 2022. Finally, we found that the higher levels of pandemic-induced academic stress in the COVID cohort were mitigated by experiences that foster academic and social integration, specifically by teacher support and social cohesion.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
academic stress, life satisfaction, student well-being, optimism, COVID-19
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-207724 (URN)10.1080/21568235.2023.2209707 (DOI)2-s2.0-85159275023 (Scopus ID)
Funder
Swedish Research Council, 2019-02996
Available from: 2023-04-29 Created: 2023-04-29 Last updated: 2023-06-08
Bohman, A. & Kudrnáč, A. (2023). Like the cool kids? The role of popular classmates in the development of anti-immigrant attitudes in adolescence. Group Processes & Intergroup Relations, 26(5), 1010-1031
Open this publication in new window or tab >>Like the cool kids? The role of popular classmates in the development of anti-immigrant attitudes in adolescence
2023 (English)In: Group Processes & Intergroup Relations, ISSN 1368-4302, E-ISSN 1461-7188, Vol. 26, no 5, p. 1010-1031Article in journal (Refereed) Published
Abstract [en]

While classmates have been identified as important socializing agents in relation to adolescents’ prejudice, there is limited understanding of how popularity status plays into classroom transmission of prejudicial attitudes. Drawing on theories of social influence, we used a three-wave panel of Swedish adolescents (N = 941, aged 13–15) to examine the role of sociometric and prestige popular classmates in the development of adolescents’ anti-immigrant attitudes. Multilevel repeated measurement models revealed positive relationships between popular and individual prejudice; between sociometric prejudice and the level and rate of change; and between prestige prejudice and wave-to-wave shifts in individual prejudice. Overall, we found sociometrically popular classmates to be more influential in relation to adolescents’ prejudice. Additionally, we found the effect of sociometric prejudice to be more pronounced if political issues were frequently discussed in the classroom.

Place, publisher, year, edition, pages
Sage Publications, 2023
National Category
Social Psychology
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-196414 (URN)10.1177/13684302221099444 (DOI)000811724100001 ()2-s2.0-85131901375 (Scopus ID)
Funder
Swedish Research Council, 2016-04165Riksbankens Jubileumsfond, P16-0446:1Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07177
Available from: 2022-06-13 Created: 2022-06-13 Last updated: 2023-09-05Bibliographically approved
Breznau, N., Rinke, E. M., Wuttke, A., Bohman, A., Eger, M. A., Hjerm, M. & Żółtak, T. (2022). Observing many researchers using the same data and hypothesis reveals a hidden universe of uncertainty. Proceedings of the National Academy of Sciences of the United States of America, 119(44), Article ID e2203150119.
Open this publication in new window or tab >>Observing many researchers using the same data and hypothesis reveals a hidden universe of uncertainty
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2022 (English)In: Proceedings of the National Academy of Sciences of the United States of America, ISSN 0027-8424, E-ISSN 1091-6490, Vol. 119, no 44, article id e2203150119Article in journal (Refereed) Published
Abstract [en]

This study explores how researchers' analytical choices affect the reliability of scientific findings. Most discussions of reliability problems in science focus on systematic biases. We broaden the lens to emphasize the idiosyncrasy of conscious and unconscious decisions that researchers make during data analysis. We coordinated 161 researchers in 73 research teams and observed their research decisions as they used the same data to independently test the same prominent social science hypothesis: that greater immigration reduces support for social policies among the public. In this typical case of social science research, research teams reported both widely diverging numerical findings and substantive conclusions despite identical start conditions. Researchers' expertise, prior beliefs, and expectations barely predict the wide variation in research outcomes. More than 95% of the total variance in numerical results remains unexplained even after qualitative coding of all identifiable decisions in each team's workflow. This reveals a universe of uncertainty that remains hidden when considering a single study in isolation. The idiosyncratic nature of how researchers' results and conclusions varied is a previously underappreciated explanation for why many scientific hypotheses remain contested. These results call for greater epistemic humility and clarity in reporting scientific findings.

Place, publisher, year, edition, pages
National Academy of Sciences, 2022
Keywords
analytical flexibility, immigration and policy preferences, many analysts, metascience, researcher degrees of freedom
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-200696 (URN)10.1073/pnas.2203150119 (DOI)000892368900018 ()2-s2.0-85141004640 (Scopus ID)
Note

Edited by Douglas Massey, Princeton University, Princeton, NJ

Available from: 2022-10-31 Created: 2022-10-31 Last updated: 2023-09-05Bibliographically approved
Bohman, A. & Miklikowska, M. (2021). Does classroom diversity improve intergroup relations?: Short- and long-term effects of classroom diversity for cross-ethnic friendships and anti-immigrant attitudes in adolescence. Group Processes & Intergroup Relations, 24(8), 1372-1390
Open this publication in new window or tab >>Does classroom diversity improve intergroup relations?: Short- and long-term effects of classroom diversity for cross-ethnic friendships and anti-immigrant attitudes in adolescence
2021 (English)In: Group Processes & Intergroup Relations, ISSN 1368-4302, E-ISSN 1461-7188, Vol. 24, no 8, p. 1372-1390Article in journal (Refereed) Published
Abstract [en]

This study examined short- and long-term effects of ethnic classroom diversity for intergroup relations in adolescence. Using a five-year panel of Swedish majority youth (MageT1 = 13.40, MageT5 = 17.30), we found only limited direct effects of classroom diversity on anti-immigrant attitudes. However, classroom diversity increased the likelihood of cross-ethnic friendships, which in turn was associated with lower levels of anti-immigrant attitudes. Moreover, we found that the effect of classroom diversity on friendships remained also after adolescents transitioned to new schools. The findings highlight the importance of longitudinal analyses and contribute to a deeper understanding of how intergroup relations develop during adolescence. It brings new insights related to the longevity of classroom effects and to cross-ethnic friendships' ability to mediate the diversity–attitudes relationship.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
adolescent development, classroom diversity, cross-ethnic friendships, intergroup contact, prejudice
National Category
Sociology Sociology (excluding Social Work, Social Psychology and Social Anthropology) Social Psychology
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-174638 (URN)10.1177/1368430220941592 (DOI)000562087100001 ()2-s2.0-85089578890 (Scopus ID)
Funder
Riksbankens Jubileumsfond, P16-0446:1Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07177
Available from: 2020-08-28 Created: 2020-08-28 Last updated: 2023-03-24Bibliographically approved
Hjerm, M., Eger, M. A., Bohman, A. & Fors Connolly, F. (2020). A New Approach to the Study of Tolerance: Conceptualizing and Measuring Acceptance, Respect, and Appreciation of Difference. Social Indicators Research, 147, 897-919
Open this publication in new window or tab >>A New Approach to the Study of Tolerance: Conceptualizing and Measuring Acceptance, Respect, and Appreciation of Difference
2020 (English)In: Social Indicators Research, ISSN 0303-8300, E-ISSN 1573-0921, Vol. 147, p. 897-919Article in journal (Refereed) Published
Abstract [en]

Previous empirical research on tolerance suffers from a number of shortcomings, the most serious being the conceptual and operational conflation of (in)tolerance and prejudice. We design research to remedy this. First, we contribute to the literature by advancing research that distinguishes analytically between the two phenomena. We conceptualize tolerance as a value orientation towards difference. This definition—which is abstract and does not capture attitudes towards specific out-groups, ideas, or behaviors—allows for the analysis of tolerance within and between societies. Second, we improve the measurement of tolerance by developing survey items that are consistent with this conceptualization. We administer two surveys, one national (Sweden) and one cross-national (Australia, Denmark, Great Britain, Sweden, and the United States). Results from structural equation models show that tolerance is best understood as a three-dimensional concept, which includes acceptance of, respect for, and appreciation of difference. Analyses show that measures of tolerance have metric invariance across countries, and additional tests demonstrate convergent and discriminant validity. We also assess tolerance’s relationship to prejudice and find that only an appreciation of difference has the potential to reduce prejudice. We conclude that it is not only possible to measure tolerance in a way that is distinct from prejudice but also necessary if we are to understand the causes and consequences of tolerance.

Place, publisher, year, edition, pages
Springer, 2020
Keywords
tolerance, prejudice, SEM, survey
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-162606 (URN)10.1007/s11205-019-02176-y (DOI)000519956900009 ()2-s2.0-85073981678 (Scopus ID)
Funder
Marianne and Marcus Wallenberg Foundation, 2014.0019Riksbankens Jubileumsfond, P14-0775:1Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07177
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2020-04-02Bibliographically approved
Miklikowska, M. & Bohman, A. (2019). Bridging contexts: The interplay between parents, peers, and schools in explaining youth reactions to growing diversity. In: Peter F. Titzmann, Philipp Jugert (Ed.), Youth in Superdiverse Societies: Growing up with globalization, diversity, and acculturation (pp. 213-232). Routledge
Open this publication in new window or tab >>Bridging contexts: The interplay between parents, peers, and schools in explaining youth reactions to growing diversity
2019 (English)In: Youth in Superdiverse Societies: Growing up with globalization, diversity, and acculturation / [ed] Peter F. Titzmann, Philipp Jugert, Routledge, 2019, p. 213-232Chapter in book (Refereed)
Abstract [en]

This chapter brings together social and developmental research on ethnic majority youth reactions to growing diversity. It shows no general trend in youth attitudes towards immigrants in recent decades, suggesting that youth reactions may be determined by the proximal social environments they are embedded in. Therefore, this chapter reviews research on the role of proximal social contexts, in particular parents and peers, in shaping youth attitudes. It then proposes an integrative, ecological perspective that looks at the interrelated effects of parent, peer, and school context. It concludes by discussing the challenges and benefits of such an approach, including how it can facilitate more comprehensive models of prejudice development and guide our attempts to ensure positive relations among youth in a diverse world.

Place, publisher, year, edition, pages
Routledge, 2019
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-203477 (URN)10.4324/9781351040266-17 (DOI)2-s2.0-85121012043 (Scopus ID)9781351040266 (ISBN)
Available from: 2023-01-19 Created: 2023-01-19 Last updated: 2023-03-24Bibliographically approved
Miklikowska, M., Bohman, A. & Titzmann, P. F. (2019). Driven by Context?: The Interrelated Effects of Parents, Peers, Classrooms on Development of Prejudice Among Swedish Majority Adolescents. Developmental Psychology, 55(11), 2451-2463
Open this publication in new window or tab >>Driven by Context?: The Interrelated Effects of Parents, Peers, Classrooms on Development of Prejudice Among Swedish Majority Adolescents
2019 (English)In: Developmental Psychology, ISSN 0012-1649, E-ISSN 1939-0599, Vol. 55, no 11, p. 2451-2463Article in journal (Refereed) Published
Abstract [en]

Prejudice is one of the major threats to the cohesion of multicultural societies and adolescent years play a key role in its development. How social contexts contribute to adolescent prejudice is, however, not yet well-known. This 3-wave study of Swedish majority adolescents (N = 659; M-ageT1 = 13.41; M-ageT3 = 17.33) examined the effects of parents' and peers' attitudes on changes in youth attitudes toward immigrants as well as an interplay between parent, peer, and school context. The results of multilevel analyses revealed that within-person fluctuations in youth attitudes were positively related to fluctuations in peers' but not parents' attitudes. Both parents' and peers' attitudes, however, significantly predicted the differences in level and rate of change in attitudes between adolescents. In addition to these direct effects, mediation analysis showed that parents' attitudes predicted youth attitudes indirectly, via the attitudes of the peers youth associate with, suggesting an overall greater importance of parental bias. Peers' attitudes did not moderate the effects of parents but youth from ethnically diverse classrooms were less affected by their parents' prejudice than youth from less diverse classrooms. The findings contribute to a better understanding of the role of social context in the development of prejudice. They suggest that while parents set the stage, peers explain the day-to-day variation in prejudice, and that classroom diversity offsets some of the negative effects of parental bias.

Place, publisher, year, edition, pages
American Psychological Association (APA), 2019
Keywords
adolescent prejudice, anti-immigrant attitudes, parents, peers, classroom diversity
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:umu:diva-165104 (URN)10.1037/dev0000809 (DOI)000492783100017 ()31512893 (PubMedID)2-s2.0-85072619151 (Scopus ID)
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2023-03-23Bibliographically approved
Bohman, A., Hjerm, M. & Eger, M. A. (2019). Politics and prejudice: How political discussion with peers is related to attitudes about immigrants during adolescence. Frontiers in Sociology, 4, Article ID 70.
Open this publication in new window or tab >>Politics and prejudice: How political discussion with peers is related to attitudes about immigrants during adolescence
2019 (English)In: Frontiers in Sociology, E-ISSN 2297-7775, Vol. 4, article id 70Article in journal (Refereed) Published
Abstract [en]

Research on prejudice has shown that with whom we surround ourselves matters for intergroup attitudes, but these studies have paid little attention to the content of those interactions. Studies on political socialization and deliberation have focused on the content of interaction by examining the transmission of norms as well as the direct consequences of political discussion on attitudes and behavior. However, this literature has not focused on prejudice as a potential consequence. In this study, we combine these approaches to examine if political discussions with peers during adolescence matter for prejudice. We rely on five waves of a Swedish panel of adolescents, ages 13-22. Results show an association between political discussion and prejudice over time, and that this relationship increases as adolescents grow older. Results also demonstrate that the effect of political discussions depends on the level of prejudice in one’s peer network. Discussion with low prejudice friends is associated with lower levels of prejudice over time, while political discussion with high prejudice peers is not significantly related to attitudes.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2019
Keywords
prejudice, longitudinal, anti-immigrant, adolescent, discussion, political
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-163463 (URN)10.3389/fsoc.2019.00070 (DOI)000678434700001 ()2-s2.0-85092482361 (Scopus ID)
Funder
Marianne and Marcus Wallenberg Foundation, 2014.0019Riksbankens Jubileumsfond, P16-0446:1Riksbankens Jubileumsfond, P14-0775:1Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07177
Available from: 2019-09-20 Created: 2019-09-20 Last updated: 2023-09-05Bibliographically approved
Bohman, A. (2018). Who's Welcome and Who's Not?: Opposition towards Immigration in the Nordic Countries, 2002–2014. Scandinavian Political Studies, 41(3), 283-306
Open this publication in new window or tab >>Who's Welcome and Who's Not?: Opposition towards Immigration in the Nordic Countries, 2002–2014
2018 (English)In: Scandinavian Political Studies, ISSN 0080-6757, E-ISSN 1467-9477, Vol. 41, no 3, p. 283-306Article in journal (Refereed) Published
Abstract [en]

This article demonstrates the analytical advantages of studying not only the degree to which people oppose immigration in a country, but also the character of their opposition. Using Latent Class Analysis and data from the European Social Survey, Nordic patterns and trends are examined with the aim of identifying different kinds of immigration attitudes and how they develop in different national contexts. The Nordic countries are interesting to compare as, while they are similar in many respects, they also diverge significantly from each other in areas theoretically considered important to the formation of attitudes towards immigration. Studying the character of immigration opposition reveals five different types of immigration attitudes. These are differently distributed between the Nordic countries as well as over time, and include nativist opposition (opposition only towards immigrants of ethnic/racial groups other than that of the majority population) and economic opposition (opposition that entails a separation between immigrants considered to be an economic resource and an economic burden). By demonstrating how immigration opposition in the Nordic countries varies not only in degree but also in character, the article contributes to a deeper understanding of the nature of immigration opposition as well as of how different attitudinal profiles evolve under different contextual circumstances.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-151760 (URN)10.1111/1467-9477.12120 (DOI)000442852900003 ()2-s2.0-85052517650 (Scopus ID)
Funder
Marianne and Marcus Wallenberg Foundation, Marianne och Marcus Wallenbergs stiftelse. MMW 2014, 0019Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07177Riksbankens Jubileumsfond, P16-0446:1
Available from: 2018-09-13 Created: 2018-09-13 Last updated: 2023-03-23Bibliographically approved
Projects
Social foundations of prejudice. The role of parents, peers and intergroup contact in the development of prejudice in adolescence [P16-0446:1_RJ]; Umeå University; Publications
Bohman, A. & Kudrnáč, A. (2023). Like the cool kids? The role of popular classmates in the development of anti-immigrant attitudes in adolescence. Group Processes & Intergroup Relations, 26(5), 1010-1031Bohman, A. & Miklikowska, M. (2021). Does classroom diversity improve intergroup relations?: Short- and long-term effects of classroom diversity for cross-ethnic friendships and anti-immigrant attitudes in adolescence. Group Processes & Intergroup Relations, 24(8), 1372-1390Bohman, A., Hjerm, M. & Eger, M. A. (2019). Politics and prejudice: How political discussion with peers is related to attitudes about immigrants during adolescence. Frontiers in Sociology, 4, Article ID 70.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8335-9235

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