I N T E R N A T I O NA L CO N F E R E N C E RCIC’11 Redefining Community in Intercultural Context

Brasov, 16-18 June 2011 “HENRI COANDA” AIR FORCE ACADEMY CENTER FOR RESEARCH IN COMMUNICATION DEPARTMENT OF MILITARY SCIENCES AND MANAGEMENT COLLEGE OF COMMUNICATION AND PUBLIC RELATIONS

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SUMMARY

Summary…………………………………………………………………………………... 3 Plenary Session …………………………………………………………………………… 5 Globalization and Indigenous Language Loss: A Critical Analysis of Ecuador Language (Paul L. Landry) ……………………………………………………………………………

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Constructive redefining Community in Context of Intercultural Education (Eduard Khakimov) …………………………………………………………………………………

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Intercultural Education ………………………………………………………………….. 31 Education for Intelligence – A Condition for Community Survival (Ella Ciupercă) …….. 33 Music Representations as Intercultural Repertoires at School (Maria de São Jose Corte-Real) .....................................................................................................................................

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Romanian Undergraduates Perspective over Student Centered Education (Simona-Elena Tomozii, Aureliana Loredana Petre, Răzvan Bularca) …………………………………….

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Measuring the Digital Divide Educational Context (Marius Bazgan, Dana Popa) ……….. 49 Bridging the Gap between Education and Labor Market. Counseling ant the Global Crisis (Andreea Szilagyi, Cristina Nedelcu) ……………………………………………………...

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Psychological Traits of Interculturality (Mihaela Guranda, Cosmina Drăghici) …………. 61 The Others among Us: the Concept of ‘Borders’ in Italian Teenagers. A Study for the Fondazione Intercultura (Alberto Fornasari) ……………………………………………...

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Management of Research at Makerere University: Supervision Strategy at the School of Education (Peter Neema-Abooki, Irene Bisirikirwa) ……………………………………..

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Language Teacher Education in Nigeria and Knowledge Base in 21st Century: Dynamics, Challenges, Proposal (K. Ajibade Adegoke, Anthonia N. Maduekwe, Nonye R. Ikonta) ...

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The Day Care Center ‘Sun Ray’: Identity of Intercultural Community (Maria-Dorina Paşca) ………………………………………………………………………………………

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Redefining Identity as a Second Generation Migrant in Gipsy Masala by Preethi Nair (Iulia Râşcanu) ……………………………………………………………………………..

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Connections and Reconnections in Preethi Nair 100 Shades of White (Iulia Râşcanu) …... 101 Constructing Community in Margaret Atwood’s The Year of the Flood (Kinga Kolumban) …………………………………………………………………………………

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European Community. Globalization …………………………………………………... 113 Intercultural and Multilingual Education in Higher Education (Roxana-Maria Gâz, Delia Flanja) ……………………………………………………………………………………

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Intercultural Adaptation: The Case of International Student Exchange Programmes (Delia Flanja, Roxana-Maria Gâz) ………………………………………………………………..

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Intercultural Attitudes of Young People – Patterns of Actions and Activities within European Educational Context (Ingrid Keller-Russell) ……………………………………

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Framing and Reframing Perceptions of European Identity: An Empirical Approach (Florina Creţu, Georgiana Udrea) ………………………………………………………….

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National and/or European Identity (Andreea-Oana Pîrnuţă, Ioana Anca Grigorescu) ……. 153 Cultural Adaptive Patterns in European Contexts (Georgiana Udrea, Nicoleta Corbu) ….. 157

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Towards a Conjunctive Paradigm: A Critical Review of the Theories and Interpretations regarding the Crisis of Cultural Identities in the Context of Globalization (Grigore Georgiu, Alexandru Cârlan) ……………………………………………………………….

163 Patriotism – An Obsolete Value? (Diana Ilişoi, Daniela Nagy, Cristian-George Constantinescu) …………………………………………………………………………….

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Intercultural Communication: Mother Tongue, Identity and Diversity. Case Study of Turk-Tatar Community living in Romania (Nilgün Ismail) ……………………………….

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Intercultural Education. Intercultural Minorities – The Turk-Tatar Minority living in Romania (Nilgün Ismail) …………………………………………………………………..

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Conversations for the Understanding of Community Dynamics between Mexicans and Americans (Enrique Esquivel-Lopez) ……………………………………………………..

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The Social Dimension of Sustainability: The Birth of Trans-Cultural Green Communities (Adrian Macarie, Ioana-Cristina Măciucă) ………………………………………………..

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Who is Afraid of the Immigrants? Greek University Students against Immigrants who live in Greece (Argyris Kyridis, Ifigenia Vamvakidou, Christos Zagkos, Elias Mihailidis, Manolis Koutouzis, Nikos Fotopoulos, Christos Goulas) …………………………………

199 Military Community. General Approaches …………………………………………….. 211 Pressures on the Multicultural Military Group within the U.N. Peacekeeping Missions. An Approach toward Society-Community Relation (Adrian Lesenciuc) ………………….

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Intercultural and Multicultural Challenges and Opportunities for Human Resources Management in Multinational Missions (Aura Codreanu, Ecaterina Livia Tătar) ………...

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The Role of Military Leader in Facing Intercultural Issues towards Multinational Operations (Ana-Maria Susan, Adrian Lesenciuc) ………………………………………...

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The Importance of Cultural Differences in the XXIst Century (Eugenia Vasiloae) ……… 235 The Management of Communication Crises in the Online Space (Diana-Maria Cismaru) . 239 Common Fallacies in Approaching Interculturality (Aura Codreanu, Ecaterina Livia Tătar) ……………………………………………………………………………………….

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Differences in Loneliness and Social Behavior of Immigrant and Repatriated Preschoolers (Sofia Chatzigeorgiadou, Eva Pavlidou, Virginia Arvanitidou) …………….

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Discrimination trough and within Language (Andreea-Oana Pîrnuţă, Ioana Ciurezu, Ioana Anca Grigorescu) ………………………………………………………………...

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Volunteering, a Necessity? (Aureliana Loredana Petre, Simona-Elena Tomozii, Răzvan Bularca) …………………………………………………………………………………….

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Techno-Art Poetry: A Redefined Community in Interdigital Context (Jorge Luiz Antonio) ……………………………………………………………………………………

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Attention Getters used by Presidents Obama and Băsescu in their Inaugural Speeches (Daniela Nagy, Cosmina Drăghici) ………………………………………………………..

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The Additive Envirox Test on an Engine Running Codition (Zbyšek Korecki, Nataša Pomazalová, Jaromír Mareš)………………………………………………………………

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Intercultural Education and Applied Ethics. Is it hard to teach military ethics among cadets with different cultural background? The case of the Hellenic Air Force Academy (Ioanna Lekea, George K. Lekeas) ………………………………………………………...

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I N T E R N A T I O NA L CO N F E R E N C E RCIC’11 Redefining Community in Intercultural Context

Brasov, 16-18 June 2011 “HENRI COANDA” AIR FORCE ACADEMY CENTER FOR RESEARCH IN COMMUNICATION DEPARTMENT OF MILITARY SCIENCES AND MANAGEMENT COLLEGE OF COMMUNICATION AND PUBLIC RELATIONS

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WHO IS AFRAID OF THE IMMIGRANTS?

GREEK UNIVERSITY STUDENT’S ATTITUDES AGAINST IMMIGRANTS WHO LIVE IN GREECE

Argyris KYRIDIS*, Ifigenia VAMVAKIDOU*, Christos ZAGKOS*, Elias MIHAILIDIS*, Manolis KOUTOUZIS**, Nikos FOTOPOULOS*, Christos GOULAS***

* University of Western Macedonia, Florina, Greece, ** European University of Cyprus, Nicosia, Cyprus,

*** Center for Educational Policy Development, Florina, Greece

Abstract: Migration movements are a central part of human history. During the past three decades, the interest on issues related to international migration has been increased significantly. This growth is partly due to the increased immigration flows, which most Western countries have experienced during the 1980's and early 1990 as a result of the dissolution of the former U.S.S.R., the political instability in many countries and the increasing globalization of economic activities. The year 2000, approximately 175 million people worldwide, have been found away from their country of birth. Greece in the current international context should play a key role. Through the last 20 years Greece from a traditional country that outflow migration due to its geopolitical thesis transformed in a country that receives more than 200 immigrants daily. Illustrative is the fact that in 1990 the proportion of immigrants in the total population was estimated at 2.5%; in 2001 rose at 10% and today, amid political and humanitarian crises in both Asia and North Africa, that figure is expected to be increased drastically. This study examines the attitudes and opinions of 548 students from Greek Universities and Technological institutions on the burning issue of immigration. For the research it was used a weighted questionnaire with a five selection Liekert scale. (Cronbachs’ alpha: 0,845). Keywords: nationalism, identity, immigrants, attitudes,immigration in Greece

1. NATIONALISM AND NATIONAL IDENTITY

“We” and the “others”; national minorities;

racism and subordination; self determination and rights; history and culture; nation, people and state; equal political rights and isonomy; a puzzle of concepts and entities which seek for compromises, relations and solutions. Even though nation is an old concept, today it is being transformed into a novel collective entity, which refutes the political and social commandments of Liberalism, laying the foundations of a new social contract, based on the legitimization of a new “we” concept. (Kyridis et.al. 2005).Nationalism since its birth day has been directly linked with the concept of homeland. The homeland connects an officially accepted and approved but also individually formed historical experience with a specific geographical place (Billig 1995,

Brubaker 1996, Smith 1996). It implies a community of people tied with emotional as well as with geographical bonds who live in the same space (Tsaousis 1985). Its members develop feelings of solidarity, common loyalty and belonging, and, finally, common identity. It is one of the fundamental elements for the formation of a community of ‘conationals’ and a feeling of national belonging (Smith 1981, Kyridis et.al. 2009).The discourse of nationalism is distinctively modern. It is argued to have originated in the 17th century British rebellion against monarchy (Greenfield 1991), the 18th century struggles of New World elites against Iberian colonialism (Anderson 1991), the French Revolution of 1789 (Best 1988) and the German reaction to that revolution (Breuilly 1985). For some commentators, such nineteenth century German writers as Fichte, Herder and Schleiermacher are the true nationalists

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(Kedourie 1960, Luis 1952), for some others France is the birthplace of nationalism and Rousseau is its first theorist, (Cobban 1964) for yet others, nationalism is a universal phenomenon to be found in every settled community (Kellas 1994). Eric Hobsbawm, in reflecting on the future of nations and nationalism in the twenty first century, points to three trends: a) that «large regions of the globe remain both internationally and internally unstable», reflected in part by ‘a global relapse into the first major epidemic of massacre, genocide and «ethnic cleansing» since the immediate years after the Second World War (2007, 84-85). This has increased the number of refugees with estimates varying between 20 and 40 million. b) second trend is the massive scale of people moving across national borders. Between 1998 and 2001 the United States, Canada and Australia had an influx of 3.6 million immigrants and fifteen states of the European Union between 1999 and 2001 had an inflow of approximately 4.5 million immigrants.

The effect of these cross border movements according to Hobsbawm has meant that in «original home of nationalism’, Europe, ‘the transformations of the world economy are making short work of what the wars of the twentieth century, with their genocides and mass population transfers, appeared to produce, namely a mosaic of ethnically homogenous nation-states» (2007: 87). Between 1994 and 2004 the number of countries allowing dual nationality increased twofold to ninety-three states. For Hobsbawm these developments beg questions of citizenship «rights and obligations in states where a substantial percentage of the inhabitants are absent from the national territory at anyone time, and a substantial proportion of permanent residents have inferior rights to indigenous citizens» (2007: 88). c) The third trend related to this massive movement of people is the resurgence of xenophobia which Hobsbawm concedes has been underestimated in his own writings on modern nationalism. For Hobsbawm the strength and «rise of xenophobia reflects the

social cataclysms and moral disintegration of the late twentieth and twenty-first centuries as well as mass international population movements» (2007, 89). In Hobsbawm’s reading, the increase and spread of xenophobia reflects the disintegrating of «larger nation-state identities into self regarding group identities ... And this in turn reflects, not least, the diminishing legitimacy of the nation-state for those who inhabit its territory, and the diminishing demands it can make on its citizens» (2007, 93).

The theorizing of nationalism is imposed to several changes through time. The contemporary idea of the nation as a culturally and linguistically unified group with the right to its own state emerged slowly in the late nineteenth and early twentieth centuries, but received a major boost after World War I from the Wilsonian principle of making state borders coincide with the frontiers of nationality and language (Turino 2003). The main premises of the contemporary form of nationalism were in place by the mid-twentieth century: the concept of a nation as a somehow unified sociocultural entity, the right of every nation to govern itself, that is, a coterminous relation between nation and state, and political legitimacy being based on, at least the guise of, popular sovereignty (Turino 2003). Nationalism has become the pre-eminent discursive form for modern claims to political autonomy and self-determination (Calhoun 1993). Whereas state membership is defined and enforced with legal sanctions, being part of a nation depends on a more informal set of subjective feelings (Smith 1971. Kyridis et.al 2009). The current historical utterance is being disengaged from the rationale of the law and the authority, and it is dedicated to the construction of “we” in everlasting contradistinction to the “others”. This is the way in which national identities as well as the ideological foundations of authority are being constructed. This is also the way in which the national utterance was produced, the base on which the dialectic of a profound social reconstruction was founded both in macro- and micro-social level (Barreto, 1998; Alpher,

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1986; Demertzis, 1996; Lekkas, 1992). A new state entity will arise from these processes: the National State (Gellner, 1983), which today reconstructs the geographical and historical map (Kyridis 2005). National identity is not just any collective identification; it is an imagined identity (Anderson, 1991) that, being broader than all other social and individual identifications, embodies, coordinates, and grades all social and individual identifications (Kellas 1991). National identity is a special form of collective identity in which the element of community involves not only shared territory, language, religion, and customs but also a sense of continuity, historical memory, and common destiny, all of which relate the individual to his or her society (Smith 1990). Needless to say, all national cultures perceive themselves as unique, sometimes pure and certainly inimitable. Invariably, they are products of their own particular histories (Zagkos, et.al, 2007). Greek national identity, probably more than any other national identity, is haunted by its history, as Hellenism can be traced back in ancient history. In the unique case of Greece, it is not the nation that has built and reconstructed its premodern history, but it is Greek pre-modern history that has been developed into a nation (Tsoukalas 1993). The most ambiguous issue concerning Greek national identity is that the Greeks had to choose their past between the Orthodox Christian Byzantium and the glorious, but pagan, Hellenic ancestry. In an effort to combine both the classical and the Byzantine heritage, in order for the modern Greek state to define itself, “Helleno-Christianity” was a term used by intellectuals to signify the bonds between Hellenism and Orthodoxy and the continuity from ancient Greece and the legacy of the Byzantium to the modern Greece of the nineteenth century. (Molokotos-Liederman 2003). According to Michas, (2003) the modern Greek state is an ethno-nationalistic one. The main characteristics of the Hellenic ethnos are the Greek language and the Orthodox religion, the major features of “pure” Greeks that distinguish them from the

“others,” the “non-Greeks,” who lack “Hellenicity” (Greekness) despite the fact that they may have lived there for many centuries (Kyridis et.al 2009). The gradual evolution of the Greek society into a multicultural entity as well as the general changes, which take place in the global society, have formed new context regarding not only the social life but also the understanding of the notion of “national”. For instance, the European unification, the internationalization of the economy, the new communication dynamics and possibilities, the environmental problems of our planet, the use and abuse of new technologies, the changes in the ways and the relations of productivity and clearly the phenomenon of massive immigration have formulated a complex of parameters and variables, which affect, designate or reorientate the social processes (Kyridis et.al 2005).

2. IMMIGRATION IN GREECE

Immigration flows towards southern

Europe make part of a global trend of increasing population movements across national borders and hence, of the emergence of multicultural societies within the context of nation-states. The dramatic increase of immigration flows towards Europe during the last decades has swept into its influence the southern borders of the EU, namely Greece, Italy and Spain. Since the late 1980s these three countries have become hosts of large numbers of immigrants from eastern and central Europe as well as Africa and Asia (Triandafyllidou, 2000). Historically, Greece has been a country of emigration rather than immigration. Return migration first exceeded emigration in 1975 (King, Fielding and Black 1997). Immigration to Greece was limited until the late 1980s, at which point developments in neighbouring countries led to a dramatic increase in the number of people willing and able to cross borders to settle in Greece. The availability of jobs and the permeability of Greek borders contributed further to the dramatic rise in the number of immigrants in Greece. Like many regions of

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Western and Southern Europe, Greece has experienced a significant change during the last three decades and especially since the late 1980s. The collapse of the communist regimes, the deterioration of the international economic situation and religious fundamentalism, led to dramatically increasing flows of foreigners from Eastern and Central Europe and the Third World. Immigrants cross the national borders with or without legal documents and settle either temporarily or on a long-term basis in national territories. The largest part of the arriving populations originates from Albania, Poland, the Philippines, Pakistan, Iraq and Egypt. However, other African, Asian and central European nationalities are also present among the groups currently residing in the country (Petronoti & Triantafyllidou, 2003). Greece’s immigrant population, including aliens and co-ethnic returnees such as Pontic Greeks and ethnic Greek Albanians, reaches just over one million people. This represents about 9% of the total resident population, a strikingly high percentage for a country that until only twenty years ago was a migration sender rather than host (Gropas and Triandafyllidou, 2005). As Miltos Pavlou (Hellenic League for Human Rights (HLHR) and Research Centre for Minority Groups (KEMO), 2007) describes: Greece has seen the growth of the percentage of foreign residents from a modest 2,5% in 1990, to 10% in 2001, according to the national census and other estimates. Immigrant population has increased four times its size since 1991, from 270.000 to 1,15 million persons. Most of them live in Athens (17% of the total population) and in Thessaloniki (7%). The landscape of immigration, minority and anti-discrimination policies in Greece is largely marked by issues of recognition and of articulation of long term state initiatives and planning, as well as by shortcomings, critical social exclusion, racism phenomena and macro-political challenges. The repercussions of immigration on the economy and on the society, constituted a subject of discussion and research. To this extend, it has been realised that immigrants supply and extend the activities of the

country’s third economy -undocumented economy- (Fakiolas, 1999) they offer their workforce with wages perceptibly lower than the equivalent of the natives (Kule at all, 1999, Lianos et al, 1996) they are distinguished by a particularly flexible labour profile and therefore, they are necessary for the improvement of the competitiveness of small to medium-sized enterprises (Karasavvoglou, 2001) they present a high degree of geographic and professional mobility (Tzortzopoulou, 1999) they improve the demographic picture of Greek society. Τhey finance the insurance system of the country to a great degree and thus, at least for a short term, they ensure its unhindered operation (Karasavvoglou et.al., 2008). On the other hand, it is often questioned whether and to which extend the foreigners and the Greek workers develop a substitutional and/or additional relationship in the work market (Kontis, 1998), that their presence shapes tolerant (Lianos at all, 1996) but parallel racist (Voulgaris et all., 1995) behaviours towards them from the natives’ side and finally, that their presence keeps pace with an elevation of transgression in Greece, although this cannot be sufficiently proven-argued (Droukas, 1998, Karasavvoglou et.al., 2008). There is according to Lianos et al (2004) hard evidence that immigration has increased criminality to a very substantial extent in the categories of serious crimes. It is also mentioned that the integration of immigrants into the body of the Greek society is proceeding very slowly and finally that there is much talk about evident racism and xenophobia in Greece with all its negative consequences for both immigrants and Greeks. However, there is no evidence, apart from isolated incidents, to support the view that the Greek society as an organised whole with its institutions and laws shows signs of racism and xenophobia.

The relations of immigrants with the members of the society of the host countries, which are majority evolve dynamically and depend on the attitude of their own and the host society. Social majority expect the immigrant to accept and be reconciled with the

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cultural and social behavior and orientations, which are common there ( Esser, 1980). The process of exclusion or inclusion is not free from prejudices and stereotypes. The challenge in a multicultural and multilingual society is not the absolute assimilation of immigrants from the host society, namely the unconditional assimilation into behavior and action, social and ideological orientations. In this case it is the imposition of coercive power relations that exist, so the immigrant can be accepted socially. The challenge is not also the marginalization of immigrants because of their cultural and linguistic diversity. The main challenge of Greek society today is the organic integration of the immigrants into a host society that accepts cultural, social, religious and linguistic diversity.

3. THE RESEARCH

It is apparent that there is a need for the shaping of an intercultural awareness, which comprises both the nurturing of positive views of the cultures of other peoples as well as the recognition of the value of other cultures and the creation of a global social and cultural identity. Research into the bibliography showed that a fair amount of similar research into the field has been address ourselves to the following questions: Are there specific features of the students which define their attitudes towards differentness? Do Greek students have nationalistic leanings or egocentric national pride? Are their views on religious, historical/political differences and on the themes of the uniqueness of all people one sided? Do they have xenophobic feelings? Do they recognize the value of all civilizations and do they look upon them with respect and equality? Are different positions held by male students compared with female students? Are the views of students affected from the profession and the education of parents? Whether their ideology affects attitudes of the students towards immigrants?

The research sample was comprised of 548 students, who, during the academic year 2010-11, were asked to give spontaneous answers to

a questionnaire. Data collection was based on a questionnaire, which investigated the subjects' views about the phenomenon of immigration and its consequences to the Greek society. In this piece of research we have selected the questionnaire as a research tool for the following reasons: a) The questionnaire attracts the interest of the people questioned more easily and increases their participation in the research procedure (Anderson, 1990, Javeau, 1988), b) The necessity of using a large sample of subjects (Davidson, 1970), c) The questionnaire is suitable for the collection of information, such as perceptions and opinions, which cannot be easily observed (Verma & Mallick, 1999,Fraise & Piaget, 1970) and d) The questionnaire is a research tool that provides the opportunity for continuous trials and interventions, in order to be constructed in the best possible way (Javeau, 1988) The questions/ statements had to be answered by a fixed answer on the basis of Likert's five-point scale (1: Strongly Disagree, 2: Disagree, 3: Neither Disagree nor Agree, 4:Agree, 5: Strongly Agree). The questions with negative implications were reversed in order to derive positive implications. The questionnaire includes 15 sentence-statements which investigate the above mentioned issues. The corpus of data was analyzed on the basis of Factor Analysis, which is widely applied in Social Sciences. Factor Analysis was employed with a view to investigating the social subjects'/ students' response motif which enables interpreting a complex set of variables, reducing them to a smaller number, each of which is equivalent to a greater number of the initial ones. In addition, Factor Analysis enables identifying the variables, which are typical of each factor (factorial axis) and conducive to its development.

Finally, the specific analysis facilitates the identification of the groups of students, in terms of their attitudes/views to the phenomenon of immigration. The internal consistency of the questionnaire (that is, whether the questionnaire statements investigate the same situation, and in

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particular, the students' stance towards the immigrants) was estimated in terms of alpha reliability. Alpha coefficient (Crondach's a) is the means of all the probable dichotomy reliability values for the questionnaire and was applied because it is not dependent on the statement layout (a=0,845).

3.1 Demographic data.

Table 1. Distribution of sample by gender Gender N %Male 160 29.2 Female 388 70.8 Total 548 100

Table 2. Distribution of sample by age

Age N % <25 380 69.3 >25 168 30.7 Total 548 100

Table 3. Distribution of sample by educational level

Educational level N % Undergraduate 430 78.5 postgraduate 118 21.5 Total 548 100

Table 4. Distribution of sample by degree of

urbanization Degree of Urbanization

N %

Metropolitan urban centre (Athens/Thessaloniki)

192 35.0

Prefecture capital (major cities)

178 32.5

Cities 94 17.2 Rural region (villages) 84 15.3 Total 548 100

Table 5. Distribution of sample by ideology

Ideology N % Extreme right 28 5.1 Right 148 27.0 Centre 172 31.4 Left 146 26.6 Extreme left 20 3.6 Antiauthoritarians/ Anarchists

34 6.2

Total 548 100

Tab. 6. Distribution of sample by parents’ profession Parents’ profession Mother (%) Father (%)

Free lancer/Scientist 4.0 10.2 Civil servant 23.4 33.6 Private sector servant 20.4 15.3 Free lancer/Technician 6.9 17.2 Trader 4.0 7.3 Workman 4.7 7.3 Farmer 6.6 9.1 Domestic duties 29.9 Total 100% 100%

Table 7. Distribution of sample by parents’

educational level Educational level Mother (%) Father (%) Illiterate 0.7 1.1 Elementary school graduate

20.1 17.9

Secondary school graduate

37.2 36.5

Technological institution graduate

21.9 19.7

University graduate 15.3 21.2Post graduate degree 4.7 3.6Total 100% 100%

Tab.8. Distribution of sample by degree of

politicization Degree of politicization

N (%)

None 72 13.1 Law 224 40.9 Average 42 7.7 High 160 29.2 Very high 50 9.1 Total 100% 100%

3.1 Research findings.

0 20 40 60 80 100

Negative

Neutral

Possitive

Female

Male

(Χ2=10.152, df=1, p=0.001)

Fig.1 Distribution of the statements according to the views towards immigrants and the gender of

the responders.

According to figure 1, women have more positive attitudes toward the immigrants in relation to that of men.

I N T E R N A T I O NA L CO N F E R E N C E RCIC’11 Redefining Community in Intercultural Context

Brasov, 16-18 June 2011 “HENRI COANDA” AIR FORCE ACADEMY CENTER FOR RESEARCH IN COMMUNICATION DEPARTMENT OF MILITARY SCIENCES AND MANAGEMENT COLLEGE OF COMMUNICATION AND PUBLIC RELATIONS

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0 20 40 60 80 100

Illiterate

Elementary school graduate

Secondary school graduate

Techological institution graduate

University graduate

Postgraduate degree

Possitive

Neutral

Negative

(Χ2 =16.518, df=5, p=0.006)

Fig.2 Distribution of the statements according to the views towards immigrants and mother’s

educational level According to figure 2, the more educated

the mother of the responder is, the less tolerance is towards immigrants.

0 20 40 60 80 100

Extreme Right

Right

Centre

Left

Extreme Left

Anarchists

PossitiveNeutralNegative

(Χ2 =52.325, df=5, p=0.00).

Fig.3 Distribution of the statements according to the views towards immigrants and the political ideology of the responder

According to figure 3, from the responders

who those placing themselves to the right political wing to those placing themselves to

the left, the degree of tolerance towards the immigrants raises with the exception of those placing themselves to the extreme left. Further

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more according to our research findings the postgraduate students have more positive attitudes towards the immigrants than the undergraduate students and the social

sciences’ students have more positive attitudes than the students from other scientific discourses.

Table 9. Responses to the climax

Strongly Disagree

(%)

Disagree (%)

Neither Disagree

nor Agree (%)

Agree (%)

Strongly agree (%)

1 Immigrants shouldn’t have the same rights as the indigenous population

22,3 27,7 27,7 14,6 7,7

2 Society must care about all its members, regardless of their origins

3,3 8,4 12,1 41,0 35,2

3 The basic problem of the immigrants is that they are poor

8,4 27,4 32,8 25,9 5,5

4 In Greece, immigrants undergo social racism 3,7 4,8 11,9 42,7 37,0 5 Every State must take care only of its nationals 31,8 36,6 17,2 7,9 6,6 6 Immigrants are at the margins of society 2,6 8,9 20,1 45,9 22,5 7 I believe that a state has no obligation towards

immigrants living in it 31,9 43,0 16,7 4,8 3,7

8 When the indigenous have problems surviving, is an exaggeration to deal with immigrants

13,9 35,9 27,5 12,8 9,9

9 Immigrants face psychological problems because they live in a foreign country

4,0 11,7 26,3 41,6 16,4

10 Immigrants are responsible for the increase in crime

11,3 23,6 36,9 20,1 8,0

11 Immigrants are responsible for many socialpathologies

8,6 27,2 35,4 24,6 4,1

12 The immigrants will never be able to integrate into the Greek society

10,3 29,5 32,1 20,7 7,4

13 Immigrants are responsible for the unemployment of the indigenous population

15,8 33,3 30,8 16,1 4,0

14 Immigrants are people with two homelands 4,0 9,9 23,8 46,5 15,8 15 The first affected by the economic crises are the

immigrants 9,5 28,1 32,1 21,9 8,4

Table 10. Means and Standard Deviations of the responses to the climax

Mean S.D. 1 Immigrants shouldn’t have the same rights as the indigenous population 2,58 1,202 2 Society must care about all its members, regardless of their origins 3,96 1,052 3 The basic problem of the immigrants is that they are poor 2,93 1,041 4 In Greece, immigrants undergo social racism 4,05 1,004 5 Every State must take care only of its nationals 2,21 1,164 6 Immigrants are at the margins of society 3,77 ,981 7 I believe that a state has no obligation towards immigrants living in it 2,05 1,002 8 When the indigenous have problems surviving, is an exaggeration to deal with

immigrants 2,69

1,160

9 Immigrants face psychological problems because they live in a foreign country 3,55 1,026 10 Immigrants are responsible for the increase in crime 2,90 1,097 11 Immigrants are responsible for many social pathologies 2,88 1,007 12 The immigrants will never be able to integrate into the Greek society 2,85 1,091 13 Immigrants are responsible for the unemployment of the indigenous 2,59 1,059 14 Immigrants are people with two 3,60 ,998 15 The first affected by the economic crises are the immigrants 2,92 1,100

WHO IS AFRAID OF THE IMMIGRANTS? GREEK UNIVERSITY STUDENT’S ATTITUDES AGAINST IMMIGRANTS WHO LIVE IN GREECE

207

According to table 10, Greek students

show positive attitudes towards immigrants living in Greece: 3.48 / 5.

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