Asylum seekers prejudice: tertiary education, the media, and the government

Hawkins, Russell, and McWaters, Samuel C. (2018) Asylum seekers prejudice: tertiary education, the media, and the government. International Journal of Innovation, Creativity and Change, 3 (4). pp. 13-29.

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A review of media reports and government communications showed evidence of anti-asylum seeker sentiment and prejudicial attitudes towards asylum seekers in Australia (those arriving by boat). In the context of this background, reasons for the unexpected finding of relatively low levels of prejudice towards asylum seekers in a sample of university students from a north Queensland university are discussed, including the potential relevance of a relationship between attitudes and educational level. The salience of education in attitude formation led to a discussion of the importance of culturally aware university teaching policies to counter prejudice based on misinformation or bias. University teaching policies, in turn, have been strongly influenced by professional accreditation requirements, particularly in the health sector. Attitudes towards refugees and asylum seekers are also used to illustrate the role of good journalism in attitude formation and examples of positive and negative journalism practices are described. While much greater attention to cultural awareness issues is evident in current university teaching, there is, as yet, no strong evidence to support positive outcomes as a result of this teaching focus.

Item ID: 53051
Item Type: Article (Research - C1)
ISSN: 2201-1323
Keywords: asylum seekers, refugees, prejudice, university teaching, health, media
Additional Information:

This article appears in a special edition of the journal: Teaching and Training in Cross Cultural Competencies

Date Deposited: 05 Apr 2018 23:46
FoR Codes: 52 PSYCHOLOGY > 5205 Social and personality psychology > 520501 Community psychology @ 100%
SEO Codes: 92 HEALTH > 9204 Public Health (excl. Specific Population Health) > 920410 Mental Health @ 100%
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