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    <title language="eng">Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach</title>
    <abstract language="eng">Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.</abstract>
    <parentTitle language="eng">Journal of Youth and Adolescence</parentTitle>
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Students were less likely &lt;jats:italic&gt;Defenders&lt;\/jats:italic&gt; and more likely &lt;jats:italic&gt;Revengers&lt;\/jats:italic&gt; and &lt;jats:italic&gt;Contributors&lt;\/jats:italic&gt; than &lt;jats:italic&gt;Passive Bystanders&lt;\/jats:italic&gt; in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be &lt;jats:italic&gt;Defenders&lt;\/jats:italic&gt; and less likely to be &lt;jats:italic&gt;Contributors&lt;\/jats:italic&gt; than &lt;jats:italic&gt;Passive Bystanders&lt;\/jats:italic&gt;. In classrooms with stronger cohesion, students were more likely to be &lt;jats:italic&gt;Defenders&lt;\/jats:italic&gt; and less likely to be &lt;jats:italic&gt;Contributors&lt;\/jats:italic&gt; than &lt;jats:italic&gt;Passive Bystanders&lt;\/jats:italic&gt;. 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      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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      <firstName>Alexander</firstName>
      <lastName>Wettstein</lastName>
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      <firstName>Ludwig</firstName>
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      <firstName>Dorothy L.</firstName>
      <lastName>Espelage</lastName>
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      <firstName>Michelle F.</firstName>
      <lastName>Wright</lastName>
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    <author>
      <firstName>Manuel</firstName>
      <lastName>Gámez-Guadix</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Hate speech</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Bystanders</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>School climate</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Social skills</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Latent profile analysis</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Multilevel modeling</value>
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    <publishedYear>2023</publishedYear>
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    <language>eng</language>
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    <title language="eng">The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective</title>
    <abstract language="eng">Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents.&#13;
Methods. The sample included 3225 students in grades 7–9 (51.7% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech.&#13;
Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1).&#13;
Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated.</abstract>
    <parentTitle language="eng">Journal of Adolescence</parentTitle>
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    <identifier type="doi">10.1002/jad.12180</identifier>
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    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
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      <firstName>Ludwig</firstName>
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      <firstName>Alberto</firstName>
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      <firstName>Dorothy L.</firstName>
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      <firstName>Melisa</firstName>
      <lastName>Castellanos</lastName>
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      <firstName>Alexander</firstName>
      <lastName>Wettstein</lastName>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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      <value>counterspeech</value>
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      <value>hate speech</value>
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    <title language="eng">Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents</title>
    <abstract language="eng">Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents’ responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti‐hate speech prevention programs.</abstract>
    <parentTitle language="eng">Aggressive Behavior</parentTitle>
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