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The role of the source of discrimination in relation to minority Muslim youths' psychosocial well-being has received remarkably little attention in the post-9/11 climate. We have examined one of the aspects of psychosocial well-being that is given prominent attention in the media and public discourse, namely externalising behaviour. The article reports whether perceived discrimination by four sources (school peers and teachers, peers, and adults outside the school) is related to externalising behaviour. Links between perceived discrimination sources and externalising behaviour among Dutch Muslim youths (n = 308, ages 14-18) were examined through surveys. The quantitative findings guided our qualitative analyses of interviews with 10 Muslim Dutch youths on their accounts of discrimination in the school context. When comparing different discrimination sources, only teacher discrimination was found to predict externalising behaviour significantly (explaining 15% of the variance). The qualitative follow-up illustrated the significance of teacher discrimination: Some Muslim youths felt that their teachers held back their school progress, while others reported receiving insults from teachers about their parents' native country and their religion. We argue that students' perceived powerlessness within the teacher-student relationship deserves further attention, as some Dutch Muslim youths reported painful experiences, with perceived teacher discrimination linked to higher levels of externalising behaviour.

Since people's attitude toward lesbians, gay men and bisexual people (LGB) affects young LGB people's mental health and subsequently their quality of life, it is important to establish people's attitudes toward LGB people. The current study examined attitudes toward lesbian, gay and bisexual people among Dutch students and the psychometrical characteristics of adapted instruments measuring attitudes toward sexual diversity. The students in the sample (N = 1.633) were recruited from secondary schools. The participants completed questionnaires with scales measuring attitudes toward LGB people. The results indicate that participants hold positive attitudes overall, but there are differences with regard to gender and educational level. In addition, the used instruments prove to be psychometrically sound for measuring LGB attitudes and this work contributes to the empirical debate about whether adolescents' attitudes toward lesbians, gay men and bisexual people underly domains of a general attitude toward LGB people. Our results indicate that students do not seem to distinguish among sexually diverse subgroups much, possibly a sign of increased awareness and knowledge of LGB groups. The use of one general measure of attitudes of sexually diverse people may be considered in future research. [ABSTRACT FROM AUTHOR]

This article analyzes ethical issues arising in transreligious foster care placements in relation to foster children's needs regarding religious socialization and identification. Applying Urban Walker's expressive-collaborative framework to 30 qualitative interviews with foster parents, foster children, parents, and professionals, we elaborate and apply a three-level reflection on Christian foster parents' ethics of care in everyday practice of foster care. A first-level reflection demonstrates that integrating the foster child in the foster family often leads to predominant Christian socialization of foster children. A second-level reflection demonstrates asymmetry between foster parents and birth parents in the religious socialization of foster children, leading to confusion for the foster child and (potential) conflict with birth parents. Finally, a normative reflection leads us to conclude that foster children in transreligious placements need loose and hybrid moral frames in which they can alter, shift, and navigate their multiple identifications and partialities as part of their development. [ABSTRACT FROM AUTHOR]

Perceptions and experiences with biological father absence might vary depending on the extent to which father absence constitutes a common family form, like it does in many Caribbean countries. The goal of this qualitative study was to better understand what it means to grow up without a father for Curaçaoan (n = 19; 15–24 years), Curaçaoan-Dutch (n = 15; 14–29 years), and Dutch (n = 16; 16–26 years) young men and women. Findings from thematic analyses of ethically approved in-depth interviews revealed that most interviewees from all three cultural groups perceived no bond with and upbringing from their absent father. The interviewees noted emotional pain, but also mentioned that (m)others compensated for their father's absence. Dutch interviewees were more negative about their absent father, and both Dutch and Curaçaoan-Dutch interviewees experienced more difficulties with respect to their father's absence compared with Curaçaoan interviewees. Studying the similarities and differences between perceptions and experiences with father absence enriches our knowledge of what it means to grow up without a father. Doing so from young people's point of view and across cultures has important practical value by providing a fuller understanding of the meaning of father absence for young people across cultures. [ABSTRACT FROM AUTHOR]

In this survey study, the impact of gender and gender nonconformity on Dutch same-sex-attracted youth's perceived experiences of same-sex sexuality-related victimization was systematically compared across social contexts. Participants were between ages 16 and 18 and enrolled in secondary education (n = 305). In contexts of school and strangers, boys and participants reporting more gender nonconformity reported more perceived experiences of victimization. Effects were negligible in contexts of parents, extended family, and heterosexual friends. The effect of gender nonconformity was not stronger for boys than girls in any social context. Our findings underpin the role of context in victimization research.

Transcultural placements occur frequently in foster care, and impact the ethnic identity of ethnic minority foster youth. Studies that investigate how foster youth's ethnic identity develop over time, and what role ethnic minority as well as ethnic majority influences play, are extremely scarce. Therefore, we conducted a longitudinal qualitative study, in which we explored how transculturally placed foster youth develop their ethnic identity and what fluctuations occur over time. Results show that the ethnic identity of foster youth seems to be influenced by a sense of belonging towards foster parents, birth parents and peers, as well as by the foster youth's ability to cope with receiving contradictory ethnicity messages. Furthermore, societal movements and discussions about discrimination and racism impact the way foster youth view themselves as being an ethnic minority in majority society. In future, more attention should be paid to how foster youth can be guided by foster parents and foster care workers in safely exploring an ethnic identity of their own, and how a positive bond with both foster parents and birth parents, can further contribute to this process. [ABSTRACT FROM AUTHOR]

Young immigrant women of South Asian, Turkish and Moroccan origin in the Netherlands demonstrate disproportionate rates of non-fatal suicidal behaviour. Suicidal behaviour is usually explained from a psychological or medical tradition. However, we would like to emphasize sociological correlates, by examining the relevance of Durkheim's fatalistic suicide, characterized by overregulation. We conducted a retrospective analysis of 115 case files of young women who demonstrated suicidal behaviour, to illuminate their living conditions. The analysis included a comparison of class factors as well as psychiatric and psychological risk factors. In at least half of the cases, South Asian, Turkish and Moroccan women experienced specific stressful life events related to their family honour. Women's lives were often characterized by a lack of self-autonomy. It is concluded that the archetype of fatalistic suicide should be re-evaluated when interpreting the suicidal behaviour of young immigrant women in the Netherlands, and incorporated into strategies of prevention. Keywords: Gender and immigration; mental illness; children of immigrants; the Netherlands; behavioural autonomy; cultural factors.

To gain insight into ethnic socialization by ethnic majority foster parents who take care of ethnic minority foster youth, we conducted a comparative dyadic analysis, based on 16 foster parent‐foster youth dyads. Outcomes show that foster parents' first concern was providing a safe environment for their foster youth, and not ethnic minority socialization. Foster parents seem to strive to belong together as one family with their foster youth. As part of those efforts, they would incorporate ethnicity differences, and/or struggles with how to address them. This occurred in a reciprocal socialization process with their foster youth. Next, although foster youth could experience discrimination, there seems to exist a relative silence about this issue in foster families. Results furthermore show that birth parents may play a role as connectors with the ethnic backgrounds of the foster youth. Foster parents may need guidance by foster care agencies in learning how to address ethnicity issues openly, teaching their foster youth how to survive in a society where ethnic minority discrimination occurs, and involving birth parents in the ethnic socialization of the youth. [ABSTRACT FROM AUTHOR]