Class-Inequalities and Self-Perceptions of Discrimination in Croatia

Class-Inequalities and Self-Perceptions of Privilege and Discrimination in Croatia

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Class-Inequalities and Self-Perceptions of Discrimination in Croatia

Byron D. Hill JR.

University of Illinois Chicago

Dr. Fabrcio Balcazar, Department of Psychology

“The snake which cannot cast its skin has to die. As well the minds which are prevented from

changing their opinions; they cease to be mind.” ― Friedrich Nietzsche

Abstract

Ethnic inter-mingling has been related to class-based inequalities and is

significant to the differences among socio-economic status, income, and education

attainment in Croatia. This research attempts to show how class-based hierarches

negatively effect perceptions of discrimination in Croatia. These class-based hierarches

negatively effect perceptions of discrimination in Croatia. The purpose of this paper is to

address class-based inequalities and group-based social hierarchies in Croatia, which

may suggest differences between socio-economic status, income, and education

attainment in Croatia. The following study analyzed data of the phenomena of perceived

discrimination in Croatia using 18 items created by the research team about perceived

experiences of discrimination in public places. A total of 253 students from the

University of Zagreb in Croatia responded to an online and paper survey about their

experiences of discrimination. Data is being analyzed and the implications of the results

with regards to the role of class differences; income and educational level will be

discussed.

Introduction

Recent theories suggest that cultural wars in former Yugoslav would become the

force for un-mixing people that had coexistence, and those political ideologies around

the time of the free election in 1990 (Hayden, 1996) shaped group-based social


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hierarchies that attributes to class-based inequalities (Hayden, 1996). For example, the

former Yugoslav as has seen a resurgence of ethnic prejudice and ethnic conflict

throughout Croatia, (Kunovich and Hodson, 2002; Rivera, 2008) indeed, there is a

"politics for everyday life in Croatia at both national and local levels" (Rieff, 1994;

Kuinovich and Hodson; Nastav and Bojnec, 2007).

Croatia and the former Yugoslav

Yugoslavia existed from 1945 to 1991; it was a multinational state in which no

single group comprised a majority (Hayden, 1996). Currently, the region lives with a

state of mingled expectations and denial; more specifically, Croatia has is a crisis of

meaning, the inability of all the peoples of the region to reorganize themselves, either

psychologically or politically after the collapse of the former Yugoslavia (Rieff, 1994, p.

42 and 45). Conceptually, the region "may be seen as deriving from the clash of a

prescriptive model of culture (culture-as-ideology) with what had been known (culture-

as-lived)" (Hayden, 1996).


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At the height of the Serb-Croat war in 1991, after the unified Communist Party of

Yugoslavia fell apart in 1990, Slovenia and Croatia rejected the communist system

(Pavlicevic, 1996). While some fled to the former government of Yugoslavia, politics

won't explain the development for war (Kunovich, Hodson, 2002). Scholars have argued

that the development for wars were linked by prejudice, discrimination, and conflict...

that did not directly influence politics (Kunovich, Hodson, 2002). Particularly, when the

unified Communist Party of Yugoslavia fell apart, a democratic election process became

possible. Slovenia and Croatia gained power to reject the unified Communist Party of

Yugoslavia (Pavlicevic, 1996) in 1991, which would costly and forge social clashes

(Hayden, 1996).

Where the social structure is marked by heterogeneity; where vertical

mobility is permitted' where rapid social change is in progress' where there

are ignorance and barriers to communication' where the size of a minority

group is large or increasing' where direct competition and realistic exist'

where exploitation sustains important interest in the community' where

customers regulating aggression are favorable to bigotry' where traditional

justifications for ethnocentrism are availed' where neither assimilation nor

cultural pluralism is favored. (Allport, 1954, p. 221)

Social Conflict Theory

In order to understand these social phenomena, Gordon Allport's ten

sociocultural laws of prejudice suggest Social Conflict Theory as a theoretical

framework to explain discrimination. This theory constitutes “culture” in ways that

suggest the conceptual and ideological against bureaucratic practices. Conflict results

from the purposeful interaction among two or more parties in a competitive setting. This

theory also suggests that conflict is direct response to feelings that certain prerogatives


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believed to belong to the dominant group are under threat by members of the

subordinate group (Quillian 1996, p. 820). Conceptually, its more applicable to class

struggle; it arises within and between groups of a society that prevents cultural

accommodations and habitual relations from progressing further. Social Conflict not only

generates new norms, but also new institutions, the clash of values and interests,

tension between what is and what some groups feel ought to be, conflict has an impact

on participant’s perceptions and experiences of discrimination (Coser, 1957).

Hypothesis

What factors show significance of perceived of discrimination in Croatia? Do

such factors as socioeconomic status, and education level attainment, and household

income show a significant impact on self-perceived discrimination?

Methods

• Analyze and validate survey 18 items created based on information regarding

discrimination.

• Assess the effects of income, educational level, and socio-economic

characteristics on participant’s perceptions of discrimination.

Income x Discrimination

Socioeconomic status x Discrimination

Education Background x Discrimination

I. Participants

A snowball sample across a sectional survey of experiences of living in Croatia:

148 participants 21 years of age and under, 105 participants 22 of age and over, for a


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total of 253 students at the University of Zagreb. The homogeneity of variances showed

a .003 significance using SPSS statistical data analysis software. The survey has 77

male and 176 female, 252 of which were Croatian from places other than city of

Varazdin (140), Varazdin (105), and 8 where other. Most were student of the University

of Zagreb (253 to 2).

21 and under

22 and over

Male

Female

Varazdin

Out of Varazdin

Out of Croatia

Varazdin

176

Out of

Varazdin

76

Out of

Croatia 1


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II. Procedure

Participants from different ethnic groups will complete an Online or a paper

version survey asking to respond to demographic information and to all of the translated

items of the aforementioned items. Participants of this study will be adult students from

the Faculty Organization and Informatics University of Zagreb (FOI). During a

prearrange visit to their college class, students will be invited to complete a paper-based

survey after class time or to provide an e-mail address where to send an electronic

version of the survey. Students' email addresses will be collected in a sheet of paper

with NO other identifiable information. Once the email with survey invitation are sent to

interested students, email addresses and PI's e-mail outfox were deleted. Information

about how to participate in the study was also distributed in a study information sheet,

which provided information about web-based survey. Participants who chose to

complete paper-based survey were given the survey at the end of the class. To diversify

the study sample, the web based survey completed by the above-mentioned target

audiences, will request student to share the survey link with other individuals that they

know and might be interested in participating in the study and are over 18 years of age

(snowball sampling).

Consent was administered for both, on-line and paper survey, as a simplified

agreement process for exempt studies using an information sheet. We are requesting a

waiver for on-line consent. Information sheet was administrated before student

complete the survey the Information sheet indicates to participants "by completing the

attached survey and handing it in you are indicating your agreement to be in the study.”

After informed consent is completed, participants will complete a 15 to 25 web-based


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survey. We used a software survey program used at FOI to conduct research regularly

and we will not collect IP addresses of participants in our database. The software

program used for this study allows us to create a survey that does not register this

information from survey participants' computers.

Survey's questions section originally developed in English by PI and

collaborators (Co-Investigators) from Croatia, UZ Co-Investigators, who are bilingual

(Croat -English). Translations to Croat were developed by collaborators (Co-

Investigators) from Croatia and sent back to the principal investigator. After that, to

improve it cultural and idiomatic accuracy, Croat translations were revised and back

translated to English by 2 bilingual (Croat -English) volunteer in the US, who had

received formal academic language training in both Croatia and the US. Because

research collaborators from Croatia will not be capable to complete the CITI training to

complete IRB requirements due to language limitations, the principal investigator will

provide with similar documentation from collaborators institutions. All US key research

personnel will complete the CITI training. Also, a letter of collaboration was signed

between PI and all Co-PI ratifying the plan of work described in this IRB proposal.

The survey method creates a general enough population sample for our

purposes -- to discuss perceptions discrimination. Verbal script: was use to present the

study to students during a class time (data will not be collected during class time, only

study announcement). Script can be found attached. Flyer: was distributing during

class time. Flyers will provide prospective/ potential participants with information about

the study and the web link to access the survey on-line. Recruitment Email: 1) we will

send an email to those students that had requested to get the survey link via email.


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These emails' subject line will contain study's description and the email will only include

the link to the study. 2) We will also request student to share the survey link with other

individuals that they know and might be interested in participating in the study and are

over 18 years of age (snowball sampling). Script for this invitation and description of

how to forward the survey link can be found attached.

Student completing the On-line survey will contemplate an on-line consent (read

information sheet and accept or not to move on with survey) before completing the

survey. Participants will not have access to on-line survey until they read and accept

volunteer participation in the study Acceptance to participate were recorded digital.

Students completing the paper copy of the survey will have to read information sheet

and accept or not to participate in the study before they start completing the paper

survey. Participants were asked to remove the information sheet from the paper survey

to keep the information about the study. Also, participant will have the option to not

answer any questions that they decide not to and were free to leave the survey at any

point of the survey as described.

Results

Discrimination in Croatia and class-based hierarchies, socioeconomic

stratification, and education level attainment DOES not show significance for self-

perceptions of discrimination. The table shows the output of the ANOVA analysis and

whether we have a statistically significant difference between our group means. We can

see that there is no statistical significance by one-way ANOVA (F .156), p = .0855).

which is above 0.05. and, therefore, shows no statistically significant difference in the

mean total of survey participants. Accordingly, statistical significance would aggregate


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.05>, but Income discrimination shows .855, over a .156 frequency. Additionally, there

was no statistically significant variance between discrimination and income, as

determined by one-way ANOVA (F .203), p = .081). Also, Significance would show

education, or socioeconomic perceptions of discrimination in Croatia. Given the

homogeneity of the survey sample as mostly Croatian – there are few minorities, given

the region whereby the survey participants lived and attend school, and the overall

perception of discrimination in Croatia as a non-American construct the results were

skewed.

20. What was your total household income in the last 12 months? (If you are not sure about

the amount, please estimate.)

ANOVA

MEAN_DISC

F Sig.

Between Groups .156 .855

Income

Frequency Percent

Valid 10k> 121 47.8

10k< 130 51.4

n/a 2 .8

Total 253 100.0


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19. I consider myself being part of the following socioeconomic class.

12. What is the highest educational level that your mother (or the person that is like your mother

(question 13, or that is like your father)) has completed?

ANOVA

MEAN_DISC

F Sig.

Between Groups .203 .816

Socioeconomic

Frequency Percent

Valid UNDER CLASS 53 20.9

MIDDLE CLASS 98 38.7

HIGH CLASS 81 32.0

Total 232 91.7

Missing 21 8.3

ANOVA

MEAN_DISC

F Sig.

First Generation Student

Frequency Percent

Valid NOT FIRST GEN 215 85.0

FIRST GEN 38 15.0

Total 253 100.0

Between Groups

.413 .521


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Conclusion

According these above tables, Social Conflict Theory does explain the negative

perceptions of discrimination in Croatia. None of the research questions regarding the

relationship between demographic variables (e.g., class-based hierarchies,

socioeconomic stratification, and education level attainment) and perceptions of

discrimination were significant. According to this, Social Conflict theory did not explain

negative perceptions of discrimination in Croatia. The complexity of this research project

is more applicable to western countries than Eastern European countries.

Limitations

• The sample of university students was too homogeneous and therefore did not

have enough variation to support the analyses

• It is possible that the discrimination instrument needed more cultural adaptation

since it was originally based on racial differences that were not present in this

sample.

The sample size of 253 that were students and faculty from FOI were to be of

unbiased heterogeneity. Future research should be framed by three boundary

conditions: (1) The participants should have had a primary socialization in one culture

(Serb or Croat) or subculture (i.e. Roma) and have moved into a different and unfamiliar

culture (or subculture such as a University), (2) they are at least minimally dependent on

the host environment for meeting their personal and social needs, and (3) they are

regularly engaged in firsthand communication experiences with that environment (Yun


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Kim, 2009). Strategically, at least 20 to 30 individuals should be sampled in

microsatellite studies to assess diversity when working with the Croat-Serb population.

Discussion

Consider sampling among more diverse population. There are several

relationships between the ethnic populations of Croatia with more dominant groups.

Accordingly, these factors increase tensions because of the number of competing

groups and greater cultural heterogeneity (Hayden, 1996). Rather than the size of

competing groups that are numerous, the fact that there are few resources in Croatia

(i.e. national groups from Yugoslavia, such as Croatians, Serbians, Bosnians Muslim,

and Albanians, as well as national groups from other countries, such as Czechs and

Slovaks), future research should consider using theoretical models and instruments

adapted to the cultural characteristics of the Balkans/Eastern Europe.

Perceived discrimination assumes there is membership in one social group,

identification, and gives strength of one's membership to a group or family through

interactions with the primary socialization sources, the family, the school, and peer

clusters. Cultural norms for substance use are also transmitted as part of these

interactions (Oetting, E: Donnermeyer, J: Trimble, J; and Beauvais, F, 1998). Future

participants should have had a primary socialization in one culture (i.e. Serb or Croat) or

subculture (i.e. Roma) and have moved into a different and unfamiliar culture. As stated

earlier, because of the number of groups and greater cultural heterogeneity in Croatia,

preliminary interviews of respondents can be conducted before surveys are given.


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Participants should also be minimally dependent on the host environment for

meeting their personal and social needs and they be regularly engaged in firsthand

communication experiences with that environment.


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Class-Inequalities and Self-Perceptions of Discrimination in Croatia