Abstract: – Beyond campus incidents, broader longitudinal survey data suggest attitudinal shifts across society, especially among younger populations. This longitudinal attitude survey suggests that there has been a significant rise in antisemitic sentiments in both Germany and the United States since the beginning of 2024 (unfortunately this is when the data set begins).
– Age is the strongest predictor of antisemitic attitudes, with younger respondents, particularly young men, consistently more likely to endorse exclusionary views about Jews in both the U.S. and Germany.
– High social media use and conspiratorial thinking strongly correlate with antisemitic sentiment, especially in the United States, indicating digital environments as key drivers of contemporary prejudice formation.
– In the United States young people are more likely to evince antisemitic views, while in Germany older people are more likely to be islamophobic.
– The data do not support a broad resurgence of left-wing antisemitism; instead, political polarization and xenophobia, especially on the right, remain central predictors of exclusionary attitudes.
Abstract: Public concern about antisemitism has increased globally in the twenty-first century, sparking renewed interest from social scientists. However, the crucial question of why trajectories of antisemitic hostility differ between countries remains unanswered due to a lack of studies designed to track temporal and cross-national variation. Addressing this gap, I evaluate the explanatory power of two main lines of argument that divide the literature: generalist and particularist. While generalists see antisemitism as a manifestation of general outgroup hostility common to various forms of prejudice, particularists stress the contextual specificity of antisemitism and posit that its twenty-first-century expressions are distinctively linked to anti-Zionist sentiment (enmity toward Israel and its supporters). I derive observable implications from these positions and conduct a comparative, longitudinal case study of antisemitic hostility in Germany, Sweden, and Russia (1990–2020), using a mixed-methods approach to integrate incident counts, victimization surveys, media analysis, and expert interviews. Findings match predictions from the particularist position, with flare-ups in the Israel–Palestine conflict generating or catalyzing antisemitic hostility depending on the strength of local anti-Zionist sentiment, thus demonstrating the centrality of the “Israel factor” in contemporary antisemitism.
Abstract: Previous research on teaching the Holocaust, notably case studies in the primary or the secondary sectors, suggests that Holocaust education can make a significant contribution to citizenship by developing pupils’ understandings of justice, tolerance, human rights issues, and the many forms of racism and discrimination. Yet, there have been no longitudinal studies into its impact on primary pupils.
This paper, reports on the first stages of ongoing longitudinal research (sponsored by the Scottish Executive Education Department), and concentrates on the relevance of Holocaust education to citizenship, by comparing the attitudes of primary 7 pupils before and after Holocaust teaching using data from questionnaires.
Results show an improvement in pupils’ values and attitudes after learning about the Holocaust in almost every category related to minority groups, ethnic or otherwise. One significant finding was a deep anti-English feeling and this in itself the need for further investigation.
Abstract: Since the unification of the two German states in 1990, antisemitic attitudes have been repeatedly polled in cross-sectional or longitudinal national surveys (e.g., the long-term GFE surveys). So far, comparative studies analyzing the development of antisemitism in East and West Germany over a longer time period are scarce. The study covers a time span of 30 years to investigate two forms of antisemitism (classical and secondary), especially with respect to inner-German differences. Applying model-based age-period-cohort analyses (APC) with a total of 19 available representative surveys (maximal period: 1991–2021), theory-driven hypotheses are tested. The statistical approach and respective findings are discussed with emphasis on several challenges accompanying the utilized heterogenous data and different survey modes. Findings reveal that life-cycle effects play a decisive role in the attitudinal development and distribution of antisemitic attitudes. Moreover, approval of antisemitism is to some extent cohort related in both East and West Germany, while disentangling period effects empirically poses challenges due to data limitations. Furthermore, the observed APC structures differ for classical and secondary antisemitism. The chapter concludes with a critical discussion of the results, limitations, and some further thoughts on the open science philosophy in applied social science research.
Abstract: What drives antisemitic hostility in the 21st century? Competing theoretical frameworks provide different answers: the generalist framework views antisemitism as a manifestation of general outgroup hostility common to various
forms of prejudice, while the particularist framework posits that antisemitism today is distinctively linked to antizionist sentiment—enmity toward Zionism, Israel, and its supporters. This study evaluates these frameworks through a comparative, longitudinal case study of antisemitic hostility in Germany, Sweden, and Russia (1990–2020), using a mixed-methods approach to integrate incident counts, victimization surveys, media analysis, and expert interviews. Findings suggest that the particularist framework better explains observed patterns of variation in antisemitic hostility, with flare-ups in the Middle East conflict generating or catalyzing antisemitic hostility in other societies depending on the strength of local antizionist sentiment. The results support new directions
in prejudice research that differentiate between generalized and group-specific forms of hostility, where the latter are highly context-dependent.
Topics: Holocaust Education, Citizenship and Nationality, Curriculum and Schoolbooks, Evaluation and Impact, Main Topic: Holocaust and Memorial, Longitudinal Studies, Schools: Primary / Elementary, Schools: Non-Jewish, Prejudice, Values, Discrimination
Abstract: Through secondary analysis of survey data collected by YouGov for Campaign Against Antisemitism, this research note provides a longitudinal account of changes in Judeophobic antisemitism (that is, antisemitism articulated in relation to Jews identified as Jews) in mainland Britain from 2016-2020. Because survey responses are aggregated by most recent general election vote, the dataset facilitates comparison between those who voted for each of Britain’s three main parties in the 2015, 2017, and 2019 UK general elections. (Those who voted for other parties, as well as those who did not vote and those for whom voting data are missing, are aggregated as a fourth category.) Amongst those who voted for the centrist Liberal Democrat party, levels of Judeophobic antisemitism declined throughout the period. Amongst those who voted for the left-wing Labour Party, levels of Judeophobic antisemitism began at a low level, rose to a peak in 2018, and then declined, returning to something close to their 2016 level by 2020. Changes amongst other voter groups were less clear-cut, although all voter groups saw a decline in Judeophobic antisemitism from 2019 to 2020. Although it is beyond the scope of this article to analyze trends in antizionist antisemitism (that is, antisemitism articulated in relation to Israel and its supporters), comparative figures for that form of antisemitism are provided for the years 2019–2020.
Abstract: Growing up Jewish in Poland presents the findings of a study about the developmental trajectories of 17 children and adolescents from 14 families living in Poland who attended the Lauder-JDC International Jewish Youth Camp Szarvas (Hungary) for the first time at the time of the study (2015-2018). Resorting to a longitudinal analysis, the present study aims to examine what happens, over a period of three years, to a group of Jewish boys and girls that have experienced a Jewish summer camp for the first time in summer 2015. The study focused on the role that the summer camp itself plays in shaping a proactive Jewish life but also analyzed more globally other aspects that influence Jewish participation. What are the main factors that affect Jewish participation both on the kid’s and on the parents’ perspective? What are the possible “Jewish” trajectories of 13-to-16-year-old teenagers in Central Eastern Europe? Do they keep connected with Jewish life? If yes, how? What’s their scale of values? What are their priorities, their hopes, and their perceived future as they make their way from teenagehood to young adults?
The main methodological feature of this study lies in it being a qualitative, longitudinal, observational cohort study. In contrast to most studies that explore development retrospectively, this study involved interviewing first-time Szarvas campers and their families over a longer period, with up to three consecutive interviews per family over a period of three years. To our knowledge, this research experience is unique in Jewish Europe.
Abstract: Between September 2000 and August 2001, more than 600,000 babies were born in the UK. Of those, around 2,800 were born within the Jewish community. These babies – our millennium cohort – have grown up in complex, exciting and
challenging times. We are interested in the changing Jewish lives of the children born in that cohort.
We are following students, and their parents, who chose one of seven Jewish secondary schools for their children. We are following the children who entered Year 7 in September 2011. As we are collecting data every two years, the third and most recent phase of data analysis has just been completed, whilst the students are in Year 11. We are comparing this group to families who chose to send their child to non-Jewish schools.
This is a unique opportunity to conduct an in-depth and sustained exploration of the changing lives of young people and their
families.
In 2016, we received completed surveys from 799 students (almost 80% of the total);
278 from parents with students at Jewish schools and a further 57 from families with
children at non-Jewish schools. In addition we interviewed 110 families.
This publication focuses on what we have been learning with regard to our students’ developing identities. To what extent do they identify as Jews? As British citizens? We wanted to find out the extent to which these elements play a role in our students’ lives, and in what ways school plays a role in that development.
