Suchergebnisse

Public opinion research has repeatedly shown that religious persons report more prejudice against homosexuality when compared to their non-religious counterparts. This article contributes to a better understanding of this relationship by studying attitudes of youth in two of the three largest cities of Flanders ( N: 1907). The ethnic and religious heterogeneous population of these cities allows us to empirically disentangle the relevance of both religious involvement (strong versus weak) and the specific religious conviction with respect to negative attitudes towards homosexuals. This offers us a more detailed view on the exact nature of the relationship between religiosity and the latter attitudes among youth than what has been achieved so far. For both Christian and Muslim believers, we found more negative attitudes towards homosexuality, even after controlling for authoritarianism and a more traditional view on gender roles. Although boys appeared, in general, more negative towards homosexuality than girls, the gender gap amongst young Muslims was twice as large when compared to non-Muslims.

In this article, we engage with the emerging literature that studies the increased enrolment of first-generation college students (FGCS), that is, students from households where neither parent has obtained a bachelor's /master's degree. Our article answers two research questions. First, data from 2,338 first-year students are used to investigate the extent to which FGCS differ from continuing-generation college students (CGCS) concerning the reason why one enrols in university education. Second, to what degree do these motives explain differences in study choice? Our results show that FCGS, compared to CGCS, more strongly endorsed the economic investment motive and what we call the social investment motive, that is, the motivation to become a role model for one's community. In addition, our findings reveal that the choice for more economically rewarding fields of study is related to these motives to start a university education. In the conclusion, we discuss the implications of our findings.