Positive and negative intergroup contact in school and out-of-school contexts: A longitudinal approach to spillover effects

This study aims to tackle positive and negative intergroup contact in school and out-of-school contexts to test whether a spillover effect (i.e., the extent to which experiences that individuals have in one context spill over into another) applies to intergroup contact. Participants were 984 adolescents (M_age = 14.66; 62.7% female; 24.8% ethnic minority). Results indicated that positive contact in school was related over time to higher positive contact in out-of-school contexts and vice versa (i.e., valence consistent spillover effect). Positive contact in school was linked over time to lower negative contact in out-of-school contexts (i.e., valence inconsistent spillover effect). Overall, this study provides novel insights into the transmission of adolescents' intergroup contact across socialization contexts by emphasizing the leading role of positive contact in schools.     

Engagements with the Past and Armenians' Settlement Journeys in Canada

Examinations of migrants’ experiences have traditionally been confined to host country experiences. More recent studies consider the homeland-hostland relationship as a dynamic one, while also paying attention to the impact of events that happen outside these two landscapes. This article seeks to build on these latter works by considering the homeland-hostland connection from a different angle and argues that, when it happens, the post-migration discovery of homeland communal and personal histories results in salient personal transformations. Moreover, these hostland experiences are largely facilitated by encounters with the larger ethnic community. The examination draws upon data collected on Armenian migrants from Turkey to Canada.