@misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia and Wright, Michelle F.}, title = {Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools}, series = {Journal of Interpersonal Violence}, volume = {37}, journal = {Journal of Interpersonal Violence}, number = {21-22}, issn = {0886-2605}, doi = {10.1177/08862605211056032}, pages = {21143 -- 21164}, abstract = {Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1\% boys, 53.6\% girls, 1.3\% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.}, language = {en} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Krause, Norman and Ballaschk, Cindy and Kansok-Dusche, Julia}, title = {The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship}, series = {Cyberpsychology, Behavior, and Social Networking}, volume = {25}, journal = {Cyberpsychology, Behavior, and Social Networking}, number = {4}, issn = {2152-2715}, doi = {10.1089/cyber.2021.0159}, pages = {223 -- 229}, abstract = {Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed.}, language = {en} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Wright, Michelle F. and Kansok-Dusche, Julia and Krause, Norman and Ballaschk, Cindy}, title = {Associations Between Witnessing and Perpetrating Online Hate Speech Among Adolescents: Testing Moderation Effects of Moral Disengagement and Empathy}, series = {Psychology of Violence}, volume = {12}, journal = {Psychology of Violence}, number = {6}, issn = {2152-0828}, doi = {10.1037/vio0000422}, pages = {371 -- 381}, abstract = {Objective: The open expression of hatred, hostility, and violence against minorities has become a common online phenomenon. Adolescents are at particular risk of being involved in different hate speech roles (e.g., witness, perpetrator). However, the correlates of their involvement as perpetrators and the mechanisms that might explain their involvement in hate speech across different roles have not yet been thoroughly investigated. To this end, this study investigates moral disengagement and empathy as correlates of online hate speech perpetration and the moderation effects of empathy and moral disengagement in the relationship between witnessing and perpetrating online hate speech. Method: The sample consists of 3,560 7th to 9th graders from 40 schools in Germany and Switzerland. Self-report questionnaires were utilized to assess online hate speech involvement, moral dis- engagement, and empathy. Results: Multilevel regression analyses revealed that moral disengagement and witnessing online hate speech were positively associated with online hate speech perpetration, while empathy was negatively associated with it. The findings also showed that the positive relationship between witnessing and perpetrating online hate speech was stronger at higher levels of moral disengagement and weaker when moral disengagement was low. The association between witnessing and perpetrating online hate speech was weaker when adolescents had higher rather than lower levels of empathy. Conclusions: The findings underscore the need for prevention efforts to accelerate moral engagement and empathy as critical future directions in hate speech prevention. This study also contributes to our understanding of underlying mechanisms that explain adolescents' involvement across different roles in hate speech.}, language = {en} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis von Hatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6890}, doi = {10.1007/s35834-022-00367-1}, pages = {17}, abstract = {Hatespeech ist ein gesellschaftliches Ph{\"a}nomen, das auch die Lebenswelt Schule betrifft. Was jedoch p{\"a}dagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkr{\"a}ften (n = 18) und Sozialp{\"a}dagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdr{\"u}ckter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, j{\"u}dische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Ph{\"a}nomen, obwohl auch Vorf{\"a}lle in Schulen berichtet werden. Es l{\"a}sst sich schlussfolgern, dass p{\"a}dagogisches Schulpersonal f{\"u}r Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern.}, language = {de} } @misc{BilzKansokDuscheWachsetal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Students' Reactions to Hate Speech in Schools: An Experimental Vignette Study on Situational Influences on the Use of Counterspeech}, series = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, journal = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, doi = {10.13140/RG.2.2.15124.48001}, pages = {18}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Die Reaktionen von Sch{\"u}ler:innen auf Hatespeech in Schulen: Eine experimentelle Vignetten-Studie zu situativen Einfl{\"u}ssen auf das Aus{\"u}ben von Counterspeech}, series = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, journal = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, pages = {23}, abstract = {Trotz weltweiter Bem{\"u}hungen zur Bek{\"a}mpfung von Diskriminierungen bleibt Hatespeech (dt. Hassrede) in vielen L{\"a}ndern ein wachsendes Problem. Hatespeech wird hier als intentional verletzende {\"A}ußerung {\"u}ber Personen verstanden, die herabw{\"u}rdigend auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Hatespeech ist unter Jugendlichen weit verbreitet und auch im Schulkontext bedeutsam (Castellanos et al., 2023). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forschungsarbeiten zu verwandten Ph{\"a}nomenen wie Mobbing betonen die wichtige Rolle von Zeug:innen. Bei Hatespeech in Schulen besteht diesbez{\"u}glich noch Forschungsbedarf zu Counterspeech (dt. Gegenrede), also Reaktionen von Sch{\"u}ler:innen mit dem Ziel Hatespeech-Vorf{\"a}lle zu stoppen. Die vorliegende Studie m{\"o}chte situative Einfl{\"u}sse auf das Aus{\"u}ben von Counterspeech untersuchen. Mit Bezug auf handlungstheoretische Ans{\"a}tze und Befunde zum Hilfeverhalten wird im On- und Offline-Setting der Einfluss des modellhaften Verhaltens der Lehrkr{\"a}fte und Mitsch{\"u}ler:innen ergr{\"u}ndet. Wir erwarten eine h{\"o}here Bereitschaft zu Counterspeech („Ich w{\"u}rde etwas gegen diese {\"A}ußerung tun oder sagen") bei Sch{\"u}ler:innen, wenn Lehrkr{\"a}fte und andere Mitsch{\"u}ler:innen den Vorfall nicht ignorieren. Die Stichprobe basiert auf Selbsteinsch{\"a}tzungen von 3225 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 36 Schulen in Deutschland und der Schweiz. Zur Untersuchung unserer Forschungsfragen diente eine experimentelle Vignetten-Studie mit fiktionalen Hatespeech-Vorf{\"a}llen. Die Vignetten variierten die Lehrkraft-Reaktion (ja/nein), die Reaktion eines anwesenden Mitsch{\"u}lers (ja/nein) und das Setting (online/offline). Die Ergebnisse der aktuell laufenden Datenanalysen m{\"o}chten wir im Rahmen des Symposiums vorstellen. Wir erhoffen uns neue Erkenntnisse zu den Bedingungen unter denen Sch{\"u}ler:innen bei Hatespeech eingreifen.}, language = {de} } @misc{KansokDuscheWettsteinBilzetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian and Castellanos, Melisa}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, journal = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, pages = {14}, language = {de} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Der Zusammenhang zwischen {\"U}berzeugungen von Lehrpersonen und ihrer Wahrnehmung von Hatespeech unter Sch{\"u}ler:innen}, series = {52. DGPs-Kongress in Hildesheim}, journal = {52. DGPs-Kongress in Hildesheim}, publisher = {Universit{\"a}t Hildesheim}, address = {Hildesheim}, pages = {86}, language = {de} } @misc{WettsteinCastellanosBilzetal., author = {Wettstein, Alexander and Castellanos, Melisa and Bilz, Ludwig and Wachs, Sebastian}, title = {Die Verbreitung von Hatespeech an Schulen in Deutschland und der Schweiz aus Sch{\"u}ler:innen- und Lehrer:innenperspektive}, series = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, journal = {Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg}, publisher = {Otto-Friedrich-Universit{\"a}t Bamberg}, address = {Bamberg}, pages = {78}, language = {de} } @misc{CastellanosWettsteinBilzetal., author = {Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian}, title = {Racist Hate Speech at School and its Association with Bystanders' Active Defending - The Protective Role of Immigrant Background}, series = {International Journal of Developmental Science}, volume = {17}, journal = {International Journal of Developmental Science}, number = {1-3}, issn = {2192-001X}, doi = {10.3233/DEV-230341}, pages = {31 -- 41}, abstract = {There are scarce studies on bystanders' responses to racist hate speech. The present study was rooted in the general aggression model to examine the direct and indirect associations between witnessing racist hate speech and bystanders' active defending behaviors. Moreover, we examined if these associations varied as a function of the immigration background of bystanders. The sample included 3,225 7th, 8th, and 9th graders (51.7\% girls, 37.2\% with an immigrant background) from 40 schools in Switzerland and Germany. A multilevel mediation path model revealed that witnessing racist hate speech negatively predicted bystanders' active defending. It also had indirect associations with bystanders' active defending via low levels of empathy. Finally, associations were not observed in students with an immigrant background. The findings regarding the potential contribution of these results to preventing hate speech in school are discussed.}, language = {en} }