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Document Outline

• Foreword
• Contents
• 1 Teaching Tolerance in a Globalized World: An Introduction
  • Abstract
  • 1.1 Introduction
  • 1.2 Conceptual Framework
    • 1.2.1 Attitudes Toward Equal Rights
    • 1.2.2 Explanatory Factors
  • 1.3 Overview of Chapters
  • References
• 2 How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology
  • Abstract
  • 2.1 The International Civic and Citizenship Education Study 2009 Data
  • 2.2 Variables
    • 2.2.1 Dependent Variables
    • 2.2.2 Independent Variables
  • 2.3 Analytical Strategy
  • References
• 3 Measurement Model and Invariance Testing of Scales Measuring Egalitarian Values in ICCS 2009
  • Abstract
  • 3.1 Introduction
    • 3.1.1 Measuring Attitudes Toward Equal Rights
    • 3.1.2 Measurement and Equivalence
  • 3.2 Methods
    • 3.2.1 Data
    • 3.2.2 Variables
    • 3.2.3 Analytical Strategy
  • 3.3 Results
    • 3.3.1 Proposed Scale: Single-Country Analyses and Invariance Testing
    • 3.3.2 Average Country Comparison
  • 3.4 Discussion and Conclusions
  • References
• 4 Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity
  • Abstract
  • 4.1 Introduction
  • 4.2 Conceptual Framework
    • 4.2.1 Structural Characteristics of the School
    • 4.2.2 Diversity of Students Within Schools and Intergroup Contact Theory
    • 4.2.3 School Climate
    • 4.2.4 Teacher Practices and Attitudes
    • 4.2.5 Student Characteristics
    • 4.2.6 Civic Interest and Participation
  • 4.3 Methods
    • 4.3.1 Data
    • 4.3.2 Variables
    • 4.3.3 Analytical Strategy
  • 4.4 Results
    • 4.4.1 Attitudes Toward Equal Rights for Women
    • 4.4.2 Attitudes Toward Equal Rights for All Ethnic Groups
    • 4.4.3 Attitudes Toward Equal Rights for Immigrants
  • 4.5 Discussion and Conclusions
  • References
• 5 School Segregation of Immigrant Students
  • Abstract
  • 5.1 Introduction
  • 5.2 Conceptual Background
    • 5.2.1 School Segregation: An Overview
    • 5.2.2 The Immigrant Condition: Conceptual Background
  • 5.3 Methods
    • 5.3.1 Data
    • 5.3.2 Variables
    • 5.3.3 Analytical Strategy
  • 5.4 Results
  • 5.5 Discussion and Conclusions
  • References
• 6 The Role of Classroom Discussion
  • Abstract
  • 6.1 Introduction
  • 6.2 Conceptual Background
    • 6.2.1 Schools and Egalitarian Attitudes
    • 6.2.2 Past Research
  • 6.3 Methods
    • 6.3.1 Data
    • 6.3.2 Variables
    • 6.3.3 Analytical Strategy
  • 6.4 Results
    • 6.4.1 Overall Fit
    • 6.4.2 Main Effects
    • 6.4.3 Moderation Effects
  • 6.5 Discussion and Conclusions
  • References
• 7 The Political Socialization of Attitudes Toward Equal Rights from a Comparative Perspective
  • Abstract
  • 7.1 Introduction
  • 7.2 Theoretical Background
    • 7.2.1 Political Outcomes, Socioeconomic Status and Political Socialization
    • 7.2.2 Tolerance Toward Disadvantaged Groups and Children’s Socioeconomic Background
  • 7.3 Methods
    • 7.3.1 Data
    • 7.3.2 Variables
    • 7.3.3 Analytical Strategy
  • 7.4 Results
    • 7.4.1 Correlational Patterns
    • 7.4.2 Testing Hypotheses 1 and 2
    • 7.4.3 Differential Effects of Socioeconomic Background by Gender and Immigration Status (Hypothesis 3)
  • 7.5 Discussion and Conclusions
  • References
• 8 Teaching Tolerance in a Globalized World: Final Remarks
  • Abstract
  • 8.1 Key Findings
  • 8.2 Discussion and Implications
  • 8.3 Limitations and Avenues for Future Studies
  • References
• AppendixSegregation Index Based on Olssonand Valsecchi (2010)
• Reference