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Family as the main socialization environment involves mainly parents and siblings. The importance of parents for attitudinal development in adolescence is well-researched. Theoretically, other family members like siblings are also expected to play a role in attitudinal formation. Still, and primarily due to data limitations, siblings are rarely accounted for in empirical studies. In this study, we examine the role of siblings in the development of anti-immigrant attitudes in adolescence (10–17 years), with a particular focus on how sibling effects vary depending on family environment. Using three waves of data from the Czech Household Panel Survey (2016–2018), and mixed multilevel repeated measurement models, we find that siblings’ attitudes towards immigrants are related over time. Moderation effects show that younger siblings are particularly influential under less optimal family conditions. More specifically, we find that younger siblings’ anti-immigrant attitudes influence their older siblings primarily when the family economy is strained and when parents rarely engage in political discussions with their children. Older siblings on the other hand affect their younger siblings’ anti-immigrant attitudes to a similar extent regardless of the family environment.

This study examines whether public attitudes of national belonging influence levels of democracy. We investigate how non-voluntary perceptions of national belonging–requirements of ancestral ties–affect the development across 63 countries over three decades. We analyze both the bottom-up effects of public attitudes and the top-down influence of political elites’ nationalist articulation. Our results show that countries where the majority holds a non-voluntary national identity tend to have lower levels of democracy. Furthermore, these challenges to democratic governance are amplified when non-voluntary national identity interacts with nationalist political articulation by elites. Longitudinal analyses reveal that countries with a stronger emphasis on non-voluntary identity experience a greater decline in formal democracy over time, suggesting an inherent incompatibility between non-voluntary national identity and democratic principles. By explicitly linking majority public attitudes about national belonging to democratic outcomes, our study offers new empirical insights into the relationship between national identity and democracy.

After Russia's invasion of Ukraine, Sweden changed its historic position of non-alignment and applied for membership in the NATO military alliance. This decision coincided with a shift in public opinion in favor of NATO membership, in what has been described as the largest and fastest shift in public opinion that has ever been measured in Swedish history. We examine two aspects of this “rally around the flag effect” to explain this change, the effect of the crisis event itself and the effect of political elite influence by analyzing within-individual changes of a Swedish university student population at three different time points. We find that after the Russian invasion but before the decision was made to join NATO, public opinion was still split with roughly 40% still opposed. However, after the decision was made to apply for membership to the alliance many people changed their position (32%), either making up their minds or switching position entirely. We show that these changes were likely in response to the decision to join, and that they were moderated by individuals’ previously established political preferences.

This study investigates researcher variability in computational reproduction, an activity for which it is least expected. Eighty-five independent teams attempted numerical replication of results from an original study of policy preferences and immigration. Reproduction teams were randomly grouped into a 'transparent group' receiving original study and code or 'opaque group' receiving only a method and results description and no code. The transparent group mostly verified original results (95.7% same sign and p-value cutoff), while the opaque group had less success (89.3%). Second-decimal place exact numerical reproductions were less common (76.9 and 48.1%). Qualitative investigation of the workflows revealed many causes of error, including mistakes and procedural variations. When curating mistakes, we still find that only the transparent group was reliably successful. Our findings imply a need for transparency, but also more. Institutional checks and less subjective difficulty for researchers 'doing reproduction' would help, implying a need for better training. We also urge increased awareness of complexity in the research process and in 'push button' replications.

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.

This chapter focuses on group threat theory (Blumer 1958), one of the main sociological approaches used to explain prejudice toward minority groups. It examines the utility of the theory when applied to prejudice in the context of migration-generated diversity and analyzes how its original formulation by Blumer compares with the conceptualization of stigma by Link and Phelan (2001). Similarities and diff erences are drawn between Blumer's "four feelings" in prejudice and Link and Phelan's "four components" constitutive of stigma. Despite overlapping, complementary, and at time divergent arguments, using these two approaches in tandem may overcome the limitations of group threat theory and, in the process, advance research into anti-immigrant sentiment. In turn, it is posited that scholarship on stigma may gain from incorporating the concept of threat into its framework.

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.

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.

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 (M_ageT1 = 13.40, M_ageT5 = 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.

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.