The way we see others in intercultural relations: The role of stereotypes in the acculturation preferences of Spanish and Moroccan-origin adolescents

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The Way We See O he s in In e cul u al Rela ions: The Role o S e eo ypes in
he Accul u a ion P e e ences o Spanish and Mo occan-O igin Adolescen s
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F on ie s in Psychology | www. on ie sin.o g 1 Janua y 2021 | Volume 11 | A icle 610644
ORIGINAL RESEARCH
published: 11 Janua y 2021
doi: 10.3389/ psyg.2020.610644
Edi ed by:
John W. Be y,
Queen’s Uni e si y, Canada
Re iewed by:
De ya Güngö ,
KU Leu en, Belgium
Fanli Jia,
Se on Hall Uni e si y, Uni edS a es
*Co espondence:
Lucía López-Rod íguez
[email p o ec ed]
Special y sec ion:
This a icle was submi ed o
Pe sonali y and Social Psychology,
a sec ion o he jou nal
F on ie s in Psychology
Recei ed: 26 Sep embe 2020
Accep ed: 07 Decembe 2020
Published: 11 Janua y 2021
Ci a ion:
U biola A, López-Rod íguez L,
Sánchez-Cas elló M, Na as M and
Cuad ado I (2021) The Way WeSee
O he s in In e cul u al Rela ions: The
Role o S e eo ypes in he
Accul u a ion P e e ences o Spanish
and Mo occan-O igin Adolescen s.
F on . Psychol. 11:610644.
doi: 10.3389/ psyg.2020.610644
The Way WeSee O he s in
In e cul u al Rela ions: The Role o
S e eo ypes in he Accul u a ion
P e e ences o Spanish and
Mo occan-O igin Adolescen s
AnaU biola
1,2, LucíaLópez-Rod íguez
1,2*, Ma íaSánchez-Cas elló
1,2, Ma isolNa as
1,2 and
IsabelCuad ado
1,2
1 Cen e o he S udy o Mig a ion and In e cul u al Rela ions, Uni e si y o Alme ía, Alme ia, Spain, 2 Depa men o
Psychology, Uni e si y o Alme ía, Alme ía, Spain
Al hough he ela ionship be ween s e eo ypes and accul u a ion p e e ences has been
p e iously s udied om he majo i y pe spec i e among adul s, he pe spec i e o adolescen s
and mino i y g oups is unde s udied. This esea ch analyzed he con ibu ion o ou s e eo ype
dimensions (i.e., mo ali y, immo ali y, sociabili y, and compe ence) o he accul u a ion
p e e ences o Spanish adolescen s and adolescen s o Mo occan-o igin, he mode a ing
ole o s e eo ypes in in e g oup accul u a ion disc epancies, and he in e ac ion o s e eo ypes
wi h accul u a ion pe cep ions on accul u a ion p e e ences. A sample o 488 Spanish
adolescen s and 360 adolescen s o Mo occan-o igin li ing in Spain, om 12 o 19yea s
old, epo ed how mo al, immo al, social, and compe en hey pe cei e each o he o be.
Spanish adolescen s epo ed hei pe cep ion abou how Mo occan you h we e accul u a ing
in e ms o main aining hei o iginal cul u e and adop ing he hos cul u e, and hei accul u a ion
p e e ences in he same dimensions. Adolescen s o Mo occan-o igin epo ed o wha ex en
hey we e main aining hei o iginal cul u e and adop ing he hos cul u e, hei accul u a ion
p e e ences, and hei e hnic and na ional (Spanish) iden i y. Resul s showed ha adolescen s
o Mo occan-o igin epo ed mo e posi i e pe cep ions o Spanish you h han con e sely.
The pe cei ed immo ali y o he ou g oup was impo an o unde s anding he p e e ences
o adop ing he hos cul u e o bo h g oups, bu in he opposi e di ec ion. The ou s e eo ype
dimensions modula ed he majo i y-mino i y disc epancies in p e e ences o cul u al adop ion.
An analysis o he in e ac ion be ween s e eo ypes and pe cei ed adop ion on accul u a ion
p e e ences showed ha when Spanish adolescen s pe cei ed ha Mo occan you h we e
no adop ing he Spanish cul u e, pe cei ed mo ali y and sociabili y played a ole in hei
p e e ences o adop ion. The less mo al and sociable Mo occans we e pe cei ed, he mo e
p e e ence o cul u al adop ion. These indings suppo he impo ance o conside ing
s e eo ypes in accul u a ion s udies o majo i y and mino i y g oups, as well as he ele ance
o including hese pe cep ions in in e en ions aimed a imp o ing in e cul u al ela ions.
Keywo ds: s e eo ypes, immo ali y, mo ali y, accul u a ion p e e ences, accul u a ion pe cep ions, iden i y,
adolescen s, Mo occan immig an s
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 2 Janua y 2021 | Volume 11 | A icle 610644
INTRODUCTION
The phenomenon o mig a ion has signi ican consequences
on human li e. One o he mos impo an o ms o consequence
is he con inuous con ac wi h membe s o o he cul u es,
igge ing no ewo hy changes in bo h he immig an s and
he hos socie y (Red ield e  al., 1936). These changes a e
concep ualized in he psychosocial li e a u e as he accul u a ion
p ocess. Be y (2005) de ines accul u a ion as “ he dual p ocess
o cul u al and psychological change ha akes place as a
esul o con ac be ween wo o mo e cul u al g oups and
hei indi idual membe s” (p. 698).
Wi hin Eu ope, Spain has become an impo an ecipien
o immig a ion in he las wo decades. O he o eign esiden s
in his coun y, 15.2% a e unde he age o 16yea s. Accul u a ion
p e e ences o adolescen s om bo h he majo i y and mino i y
g oups li ing in he same con ex can se le hei u u e peace ul
s. con lic ual ela ionships, and con ibu e – in he long e m –
o social inclusion and well-being in con empo a y socie ies.
We ocus on adolescence because o wo main easons. Fi s ly,
because he impac o accul u a ion p ocesses and he iden i y
de elopmen conside ing bo h he o iginal and he new hos
cul u e a e speci ically complex and sensi i e du ing adolescence.
The ela ionship be ween accul u a ion and iden i y (e hnic
and na ional) has been claimed in se e al wo ks (Phinney,
2003; Schwa z e  al., 2006). The ele ance o iden i y and
iden i ica ion p ocesses akes mo e impo ance in adolescence,
and e en mo e o immig an adolescen s (Schwa z e  al.,
2006). They ha e o ace he challenge o cons uc ing o
endo sing an iden i y ha inco po a es elemen s o bo h he
cul u al o igins and he ecei ing cul u es, in addi ion o he
di icul ies o cons uc ing an iden i y ha cha ac e izes his
de elopmen al pe iod (Schwa z e al., 2006). Secondly, because
a his de elopmen al s age, s e eo ypes a e s ill lexible and
ela i ely easy o change. The e o e, mapping he ela ions
be ween s e eo ypes owa d ou g oups and in e g oup beha io
in in e cul u al encoun e s is essen ial o acili a e he change
o s e eo ypes and biased in e g oup pe cep ions a his s age
be o e hey ge i mly es ablished in adul hood, inc easing
in e g oup hos ili y (Cons an in and Cuad ado, 2019).
Gi en he impo ance o accul u a ion p e e ences o cul u al
unde s anding, se e al esea che s ha e u ned o he s udy o
hose a iables associa ed wi h mo e lexible accul u a ion
p e e ences ha acili a e cul u al nego ia ion and posi i e
coexis ence. Among hem, he way we see o he s – ha is,
in e g oup s e eo ypes – cons i u e basic dimensions in his p ocess
o mu ual unde s anding. Despi e he impo ance o social belie s
abou g oups in he accul u a ion p ocess, he e idence o he
ela ionship be ween s e eo ypes and accul u a ion p e e ences is
sca ce, especially among adolescen s and conside ing he mino i y
pe spec i e. Al hough his ela ionship has been es ablished among
adul s, he way s e eo ypes can in e ac wi h o he a iables o
p edic accul u a ion p e e ences o how s e eo ypes con ibu e
o modula e disc epancies in accul u a ion p e e ences be ween
majo i y and mino i y g oups emain unexplo ed.
Acco dingly, he main ques ion ha mo i a ed his inqui y
was o unde s and he speci ic ole ha dis inc s e eo ype
dimensions play in he accul u a ion p e e ences o Spanish
adolescen s and adolescen s o Mo occan-o igin li ing in Spain.
Mo occans cons i u e he la ges immig an g oup in his coun y
(15.9% o o eign esiden s; INE, 2020) and sys ema ically
ecei e wo se e alua ions om Spania ds compa ed o membe s
o o he immig an g oups, such as Romanians o Ecuado ians
(e.g., Na as e  al., 2012; López-Rod íguez e  al., 2013, 2016).
We i s ollow a desc ip i e app oach by analyzing mu ual
s e eo ypes (Objec i e 1), and he majo i y-mino i y disc epancies
in adolescen s’ accul u a ion pe cep ions and p e e ences
(Objec i e 2). Then, we analyze he speci ic con ibu ion o
ou di e en s e eo ype dimensions (i.e., mo ali y, immo ali y,
sociabili y, and compe ence), beyond adi ional a iables o
accul u a ion pe cep ions ( o majo i y and mino i y g oups)
and na ional and e hnic iden i ies ( o he mino i y g oup),
o p edic hei accul u a ion p e e ences (Objec i e 3). Based
on he diagnos ic alue o (im)mo ali y, we an icipa e ha
hese speci ic dimensions will bemo e ele an han he o he
s e eo ype dimensions o adolescen s’ accul u a ion p e e ences.
This esea ch also es s i s e eo ypes modula e he disc epancies
be ween Spanish adolescen s and adolescen s o Mo occan-
o igin in hei accul u a ion p e e ences (Objec i e 4). Finally,
we add ess an inno a i e ques ion by analyzing whe he
s e eo ypes migh bemo e p edic i e o accul u a ion p e e ences
depending on accul u a ion pe cep ions (Objec i e 5). As a
as we know, no p e ious esea ch has co e ed his gap in he
heo y o accul u a ion and s e eo ypes. Cohe en o he unc ion
o s e eo ypes as cues o o ien a e apid decisions and social
judgmen s, we hypo hesize ha s e eo ypes ha e no isola ed
e ec s on accul u a ion p e e ences, bu hey combined wi h
o he impo an ac o s such as accul u a ion pe cep ions.
Acco ding o his easoning, s e eo ypes migh ha e a mo e
p ominen ole in accul u a ion p e e ences unde mo e
h ea ening ci cums ances, ha is, when majo i y membe s
pe cei e immig an -o igin adolescen s a e no adop ing he
hos cul u e.
The Complex P ocess o Accul u a ion
Acco ding o he ex emely in luen ial accul u a ion model
de eloped by Be y (1997), immig an s mus ace wo undamen al
ques ions when li ing in he hos coun y: (1) To wha ex en
is i impo an o main ain my cul u al he i age? and (2) To
wha ex en is i impo an o es ablish ela ions wi h he hos
socie y and adop he hos cul u e? Rega ding iden i y, hese
wo ques ions e e o main aining a sense o belonging o
one’s e hnic communi y (e hnic iden i y), and o de eloping a
sense o hos na ional belonging (na ional iden i y), espec i ely
(Zhang e  al., 2018). Ini ially conside ed o hogonal, hese wo
dimensions we e combined o yield ou accul u a ion ca ego ies.
Nowadays, howe e , se e al esea che s p e e o measu e hese
unde lying dimensions o main enance and con ac /adop ion
due o me hodological conside a ions (Rudmin, 2003), and o
a oid losing p ecious in o ma ion (B own and Zage ka, 2011).
Al hough accul u a ion models we e ini ially ocused on
he accul u a ion p e e ences o mino i y g oups, he impo ance
o examining also he p e e ences o he majo i y g oup was
subsequen ly ecognized (Zage ka e  al., 2014), gi en i s
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 3 Janua y 2021 | Volume 11 | A icle 610644
subs an ial in luence and powe in he hos socie y
(Geschke e  al., 2010). Acco dingly, in he las decades,
conside able wo k has ocused on he majo i y pe spec i e
(e.g., Bou his e  al., 1997; Pion kowski e  al., 2000; Zage ka
e  al., 2007). Di e en models ecognize he in e ac i e na u e
o accul u a ion ( o a e iew see Ho enczyk e al., 2013) such
as he mu ual accul u a ion model (Be y, 2006), he in e ac i e
accul u a ion model (IAM; Bou his e al., 1997), he conco dance
model o accul u a ion (Pion kowski e al., 2002), o he ela i e
accul u a ion ex ended model (RAEM; Na as e al., 2005, 2007).
In he p esen esea ch, we use he RAEM o cap u e he
mu uali y in accul u a ion p ocesses.
Simila o p e ious in e ac i e models, he RAEM akes
in o accoun wo accul u a ion dimensions (main enance o
o iginal cul u e and adop ion o hos cul u e) and conside s
bo h he majo i y and mino i y pe spec i es in o de o
unde s and be e he accul u a ion p ocesses. Mo eo e , his
model di e en ia es be ween he eal and he ideal plane in
he accul u a ion p ocess. The eal plane e e s o he accul u a ion
s a egies ha mino i y g oups decla e o p ac ice and he
pe cep ion o majo i y membe s abou hese s a egies. The
ideal plane e e s o he accul u a ion p e e ences ( ha is, wha
bo h mino i y membe s and hos s would p e e i hey could
choose, in e ms o cul u al adop ion and main enance o
mino i y membe s). Mo eo e , he RAEM conside s
simul aneously di e en domains as a way o cap u e he
inhe en complexi y o he accul u a ion p ocess, asking o
di e en a eas o socio-cul u al eali y (e.g., poli ical, wo k,
social well-being, and consume habi s) o o he s mo e cen al
o he cul u al p ocess (e.g., social ela ions, amily ela ions,
eligion, and alues).
This model gi es pa icula impo ance o he accul u a ion
pe cep ions and p e e ences o bo h mino i y and majo i y
membe s. This is especially ele an om a psychosocial
pe spec i e gi en ha he analysis and po en ial in e en ions
on biased pe cep ions and disc epan a i udes ake a cen al
s age on in e cul u al con lic esolu ion. When compa ing
majo i y and mino i y pe spec i es, accul u a ion disc epancies
can be ound. Acco ding o Bou his e  al. (1997), when he
p o ile o accul u a ion o ien a ions ob ained o he hos
communi y and he immig an g oup ma ch e y li le o no
a all, accul u a ion disco dance be ween bo h communi ies
can bep oblema ic o con lic ual, espec i ely. These disc epancies
a e usual in accul u a ion esea ch, wi h immig an s usually
p e e ing o adop he hos cul u e less and main aining he
o iginal cul u e mo e han wha he membe s o he hos
coun y p e e hey do (e.g., in Spain, Na as e  al., 2007;
Na as and Rojas, 2010). In he speci ic case o adolescen s, a
esea ch conduc ed in wo Medi e anean coun ies (I aly and
Spain) ound ha he e was li le consensus be ween immig an
and hos adolescen s in hei accul u a ion p e e ences (López-
Rod íguez e  al., 2014a; Mancini e  al., 2018): immig an
adolescen s li ing in bo h coun ies p e e ed o main ain hei
o iginal cul u e mo e han wha hos adolescen s p e e ed.
Addi ionally, young immig an s in I aly p e e ed o adop he
hos cul u e o a lowe ex en compa ed o wha hei I alian
na ional pee s demanded. This disc epancy in p e e ence o
adop ion was in e ed in Spain, wi h young immig an s p e e ing
o adop mo e he hos cul u e compa ed o wha Spanish
adolescen s demanded (especially in school o consume habi s).
This s udy, howe e , included immig an s om di e en
backg ounds. As accul u a ion is con ex -depended, esul s
migh a y when a speci ic cul u al backg ound is conside ed.
The s udy o majo i y membe s’ accul u a ion p e e ences is
essen ial because hos majo i y membe s can in luence he
accul u a ion s a egies o mino i y membe s, “who in u n may
also a ec he o ien a ions o he hos majo i y” (Bou his e al.,
1997, p. 375). As Van Acke and Vanbeselae e (2011) ha e
claimed, knowing he an eceden s o majo i y membe s’ p e e ences
ega ding he accul u a ion o di e en mino i ies o e s chances
o modi y and in e ene on majo i y membe s’ p e e ences and
o ill he gap be ween he posi ions o bo h he majo i y and
he mino i y g oups, and consequen ly, o imp o e in e g oup
ela ions. This esea ch analyzes he con ibu ion o in e g oup
s e eo ypes beyond adi ional a iables o accul u a ion
pe cep ions o p edic accul u a ion p e e ences among Spanish
adolescen s and adolescen s o Mo occan-o igin li ing in Spain,
he mode a ing ole o s e eo ypes in in e g oup accul u a ion
disc epancies, as well as he in e ac ion be ween s e eo ypes
and accul u a ion pe cep ions on accul u a ion p e e ences.
In e g oup S e eo ypes and he
Accul u a ion P ocess
Accul u a ion p ocesses a e cha ac e ized by a ema kable
complexi y and a e con ingen o he con ex o in e g oup
ela ions. In his line, s udies ha e ela ed majo i y and/o
mino i y accul u a ion p e e ences o di e en psychosocial
a iables, such as p ejudice, s e eo ypes, o pe cei ed
disc imina ion (e.g., Maisonneu e and Tes é, 2007; López-
Rod íguez e al., 2014b; Rojas e al., 2014; Zage ka e al., 2014;
López-Rod íguez and Zage ka, 2015; Cuad ado e  al., 2017,
2018). The way we see o he s is essen ial o unde s anding
in e cul u al ela ions. S e eo ypes se e as social keys o guide
judgmen s in complex si ua ions as hose in ol ed in in e cul u al
ela ions. Wi h no much social in o ma ion, s e eo ypes ul ill
he gaps and shape in e p e a ions o di e en e en s, being
essen ial in in e cul u al ela ions. F om he majo i y pe spec i e,
mo e lexible accul u a ion o ien a ions such as in eg a ion a e
mo e s ongly p e e ed o “ alued” han “de alued” immig an s,
whe eas less ole an accul u a ion o ien a ions such as
assimila ion o exclusion a e mo e endo sed o “de alued”
han “ alued” immig an s (Mon euil and Bou his, 2001). As
a as we know, no p e ious esea ch has es ed whe he
in e g oup s e eo ypes could modula e accul u a ion disc epancies
be ween he mino i y and majo i y g oups.
The s e eo ype con en model (SCM; Fiske e  al., 2002)
pos ula es ha social g oup membe s a e e alua ed on wo
basic dimensions o social pe cep ion: wa m h and compe ence.
The wa m h dimension helps o an icipa e he in en ions o
o he s and includes cha ac e is ics such as being since e o
iendly. The dimension o compe ence allows knowing he
capaci y o o he s o achie e hei in en ions o objec i es and
includes cha ac e is ics such as being in elligen o skill ul.
A e wa d, Leach e al. (2007) demons a ed ha wa m h consis s
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 4 Janua y 2021 | Volume 11 | A icle 610644
o wo di e en ia ed e alua i e componen s: sociabili y and
mo ali y. Acco ding o B ambilla and Leach (2014, p. 398),
“sociabili y pe ains o being bene olen o people in ways
ha acili a e a ec i e ela ions wi h hem (e.g., iendliness,
likeabili y, and kindness), mo ali y e e s o being bene olen
o people in ways ha acili a e co ec and p incipled ela ions
wi h hem (e.g., hones y, us wo hiness, and since i y).” Se e al
s udies ha e highligh ed he p ima y and dis inc i e ole o
mo ali y on social judgmen s, imp ession o ma ion, o in-g oup
and ou -g oup e alua ions and eac ions (e.g., B ambilla e  al.,
2011, 2012; López-Rod íguez e  al., 2013; Leach e  al., 2015;
Landy e  al., 2016; Cuad ado e  al., 2020; see B ambilla and
Leach, 2014, o a e iew). The e o e, he e is enough e idence
on he impo ance o analyzing mo ali y and sociabili y as
wo sepa a e dimensions o wa m h. S udies ca ied ou in
Spain wi h he h ee-dimensional s e eo ype con en model in
adul popula ion con i m he dis inc i e ole o mo ali y ( s.
sociabili y and compe ence) in ou g oup e alua ions. These
s udies ha e analyzed he pe cep ions o he majo i y g oup
owa d immig an s om di e en o igins (López-Rod íguez
e  al., 2013), he pe cep ions o he mino i y g oup owa d
he majo i y g oup (Cuad ado e al., 2017, 2020 S udy 2), and
he in a-mino i y pe spec i e whe e immig an s e alua ed o he
immig an g oups (Cuad ado e  al., 2016). Cons an in and
Cuad ado (2020) ha e con i med he supe io i y o he h ee-
ac o model o s e eo ype con en compa ed o he
bi-dimensional one in a s udy wi h Spanish adolescen s e alua ing
o Mo occan and Ecuado ian immig an s.
Tha said, ecen s udies (e.g., Goodwin and Da ley, 2012;
Sayans-Jiménez e  al., 2017) ha e shown he impo ance o
also conside ing he nega i e aspec s o mo ali y (i.e., immo ali y)
in imp essions o ma ion and ou -g oup e alua ions. Acco ding
o B ambilla and Leach (2014, p. 400), “when people sea ch
o he mos diagnos ic in o ma ion a ailable abou a pe son,
hey sea ch o nega i e in o ma ion abou ha pe son’s mo ali y.”
The nega i e pole o mo ali y has mo e e alua i e weigh han
he posi i e pole. A ibu es associa ed wi h badness in nega i e
mo al ac ions (e.g., he , chea ing) a e mo e eliable and
objec i e han hose ela ed o he goodness o posi i e mo al
ac ions (e.g., dona e money; Goodwin and Da ley, 2012). The
cue-diagnos ici y o nega i e ai s ela ed o mo ali y in he
imp ession- o ma ion p ocess is well-known. Skow onski and
Ca ls on (1987) ound “ ha nega i e beha io s a e pe cei ed
as mo e diagnos ic han posi i e beha io s when he o me
a e mo ali y ela ed (hones y-dishones y)” (p.689). The nega i i y
e ec o mo ali y has mo i a ional, a ec i e and cogni i e bases
( o a e iew see Rusconi e  al., 2020). Addi ionally, he
me hodological esea ch conduc ed by Sayans-Jiménez e  al.
(2017) indica ed ha he addi ion o nega i e i ems o mo ali y
(i.e., immo ali y) allows esea che s o explain a bigge amoun
o a iance han when only posi i e i ems a e used.
Pe cei ed mo ali y and immo ali y allow us o in e he
po en ial bene i s and/o h ea s ha o he people o g oups
ep esen o ou well-being o ha o ou g oup (B ambilla
e al., 2011, 2012). The e o e, hese a e p ominen s e eo ypical
dimensions in he sea ch o in o ma ion, imp essions o ma ion,
and ou -g oup e alua ion ha mus be aken in o accoun .
To ou knowledge, no s udies ha e ye been conduc ed using
he ou dimensional model o s e eo ype con en (i.e., mo ali y,
immo ali y, sociabili y, and compe ence) in adolescen s om
he mino i y pe spec i e and i s ela ionship wi h
accul u a ion p e e ences.
The ela ionship be ween hese s e eo ype dimensions and
accul u a ion p e e ences has ecei ed sca ce a en ion in he
li e a u e. The e a e some excep ions. López-Rod íguez e  al.
(2014b) ound ha s e eo ypes (and he pe cei ed h ea
associa ed o hem) media ed he ela ionship be ween pe cei ed
adop ion and p e e ence o main enance and adop ion o a
sample o Spania ds ega ding Mo occan immig an s. In his
case, posi i e e alua ions we e associa ed o mo e p e e ence
o cul u e main enance and less p e e ence o cul u e adop ion
ia pe cei ed h ea . When s e eo ype dimensions we e
expe imen ally manipula ed, he dimension o mo ali y was
he only dimension ha a ec ed he desi e o majo i y membe s
o mino i y g oup’s main enance o he o iginal cul u e (López-
Rod íguez and Zage ka, 2015). F om he mino i y pe spec i e,
Cuad ado e al. (2017) ound ha , especially pe cei ed mo ali y,
bu also pe cei ed compe ence, indi ec ly and posi i ely p edic ed
he p e e ence o immig an s o adop ing Spanish cus oms
h ough posi i e emo ions owa d Spania ds. These s udies ha e
no simul aneously conside ed he majo i y and mino i y
pe spec i e, he eal (pe cep ions) and ideal plane (p e e ences)
in he accul u a ion p ocess, and hey ha e only aken in o
accoun h ee (bu no ou ) s e eo ype dimensions, igno ing
he ole o pe cei ed immo ali y, he mos h ea ening s e eo ype
dimension. Mo eo e , p e ious esea ch has no inqui ed abou
unde which ci cums ances s e eo ypes migh be mo e closely
ela ed o accul u a ion p e e ences. Kosic and Phale (2006)
ound a signi ican in e ac ion e ec be ween pe cei ed
main enance o he Mo occan cul u e o o igin and p ejudice
on o e ca ego iza ion. This inding sugges s ha he in e ac ion
be ween high p ejudice and high pe cei ed main enance is
associa ed wi h a highly h ea ening si ua ion displayed as an
o e ca ego iza ion o pho og aphs as Mo occans. The e o e,
al hough p ejudice has been ound o in e ac wi h accul u a ion
pe cep ions, he e is no e idence ha s e eo ypes in e ac wi h
hese pe cep ions o p edic accul u a ion p e e ences.
Objec i es and Hypo heses
The main ques ion ha mo i a ed his inqui y was o unde s and
he ole ha dis inc s e eo ype dimensions play in he
accul u a ion p e e ences o Spanish adolescen s and adolescen s
o Mo occan-o igin li ing in Spain. To achie e his goal, we i s
desc ibed he pa icipan s’ pe cep ions and p e e ences. Speci ically,
we analyze he majo i y-mino i y disc epancies in adolescen s’
accul u a ion pe cep ions and p e e ences, and hei mu ual
s e eo ypes. We expec Spanish adolescen s o ha e a mo e
nega i e pe cep ion o Mo occan you h han ice e sa (H1).
Based on p e ious indings wi h mino i y and majo i y samples
o adolescen s (e.g., López-Rod íguez e  al., 2014a; Mancini
e  al., 2018), we expec ha adolescen s o Mo occan o igin
will epo adop ing mo e and main aining less han wha Spanish
adolescen s pe cei e hem o do (H2a), and p e e o adop
less and main ain mo e han wha hos adolescen s demand (H2b).

U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 5 Janua y 2021 | Volume 11 | A icle 610644
Then, we analyzed he speci ic con ibu ion o ou di e en
s e eo ype dimensions (i.e., mo ali y, immo ali y, sociabili y, and
compe ence), beyond adi ional a iables o accul u a ion
pe cep ions ( o majo i y and mino i y g oups) and na ional
and e hnic iden i y ( o he mino i y g oup), o p edic hei
accul u a ion p e e ences. The main ca ego ies o iden i ica ion
conside ed as impo an a iables in accul u a ion p ocesses a e
he e hnic and na ional ca ego ies. Because o ha , we include
also hese ca ego ies o iden i y as classical p edic o s o
accul u a ion p e e ences o he mino i y g oup. Wehypo hesize
ha dimensions o s e eo ypes will p edic accul u a ion p e e ences
beyond accul u a ion pe cep ions ( o majo i y and mino i y
g oups) and iden i y ( o he mino i y g oup). Based on he
diagnos ic alue o (im)mo ali y (e.g., Skow onski and Ca ls on,
1987; Sayans-Jiménez e  al., 2017), we expec ha hese wo
dimensions will be mo e ele an o adolescen s’ accul u a ion
p e e ences han he o he dimensions o s e eo ypes (H3).
This esea ch also es s whe he s e eo ypes could modula e
he disc epancies be ween Spanish adolescen s and adolescen s
o Mo occan-o igin in hei accul u a ion p e e ences. P e ious
esea ch has ound ha less ole an accul u a ion o ien a ions
such as assimila ion o exclusion a e mo e endo sed o “de alued”
immig an s owa d whom he e a e nega i e s e eo ypes (Mon euil
and Bou his, 2001). We migh in e ha mu ual nega i e
s e eo ypes would ha den accul u a ion disc epancies, whe eas
posi i e mu ual pe cep ions migh so en such disc epancies (H4).
Finally, weadd ess an inno a i e ques ion by analyzing unde
which ci cums ances s e eo ypes migh be mo e p edic i e o
accul u a ion p e e ences. P e ious esea ch has shown ha
accul u a ion pe cep ions can in e ac wi h p ejudice (Kosic and
Phale , 2006) as well as he cen al ole ha pe cei ed adop ion
(compa ed o pe cei ed main enance) can play in accul u a ion
p e e ences (López-Rod íguez e  al., 2014b). This inno a i e
explo a ion is ele an since i connec s he li e a u e o accul u a ion
and in e g oup ela ions in an in e ac i e way ins ead o s udying
he p edic i e ole o s e eo ypes o accul u a ion pe cep ions in
isola ion, which is likely o o en o e simpli y people’s psychosocial
eali ies. We hypo hesize ha s e eo ypes would play a majo
ole in majo i y membe s’ accul u a ion p e e ences when hey
pe cei ed ha Mo occan you h we e no adop ing he Spanish
cul u e because i is a mo e h ea ening si ua ion han when
mino i y g oup membe s a e adop ing he hos cul u e (H5).
MATERIALS AND METHODS
Pa icipan s
A sample o 488 Spanish adolescen s (Mage=14.79, SDage=1.23;
52.4% gi ls) and 360 adolescen s o Mo occan o igin li ing
in Spain (Mage = 15.16, SDage = 1.36; 58.7% gi ls) om 12 o
19 yea s old olun ee ed o pa icipa e in his s udy. They
we e en olled in di e en public seconda y schools in Spain.
The 36.4% o adolescen s o Mo occan o igin we e bo n in
Spain and 62.2% in Mo occo. Mos o hei pa en s (97.8%o
a he s and 98.6% o mo he s) we e bo n in Mo occo. Fo
pa icipan s who we e bo n in Mo occo, he a e age age o
a i al o Spain was 4.84 yea s (SD = 4.39).
Va iables and Ins umen s
Pa icipan s answe ed one o wo simila e sions o a
ques ionnai e, changing he ou -g oup e alua ed. Spanish
adolescen s answe ed he ques ionnai e assessing Mo occan
you h, and adolescen s o Mo occan o igin assessed Spanish
you h. The ques ionnai es con ained ins umen s o measu e
he ollowing a iables. All i ems we e measu ed on a i e-
poin Like scale anging om 1 (no a all) o 5 ( e y much).
S e eo ypes
This a iable was measu ed h ough a 17-i em scale ( om
López-Rod íguez e al., 2013; Sayans-Jiménez e al., 2017). The
scale consis ed o ou subdimensions: mo ali y ( ou i ems:
hones , us wo hy, since e, and espec ul), immo ali y ( i e
i ems: agg essi e, malicious, ha m ul, eache ous, and alse),
sociabili y ( ou i ems: iendly, wa m, likeable, and kind) and
compe ence ( ou i ems: in elligen , skil ul, compe en , and
e icien ). Pa icipan s we e asked o wha ex en each adjec i e
desc ibed he ou -g oup (Spania ds o Mo occans). The es ima ed
eliabili y coe icien s (C onbach’s alpha and spli -hal wi h
Spea man-B own co ec ion) a e included in Table 1.
Accul u a ion Pe cep ions
They we e measu ed h ough wo scales adap ed om he
RAEM o adolescen popula ions (López-Rod íguez e al., 2014a;
Mancini and Bo u a, 2014; Mancini e  al., 2018): one o
main aining he cus oms o o igin and ano he o adop ing
Spanish cus oms. Spanish adolescen s indica ed o wha ex en
hey pe cei ed ha Mo occan you h main ained he o igin
cus oms and o wha ex en hey pe cei ed hey ha e adop ed
o p ac iced Spanish cus oms ac oss six domains (academic,
economic, social, amily, eligion, and alues). One example
o an i em is he ollowing: “To wha ex en do you hink
ha Mo occan you h li ing in Spain main ain nowadays he
cus oms o hei coun y in social ela ions (ways o socializing,
usual places o socializing, he way in which hey spend hei
ee ime, ways o ha ing un, e c.)?” Adolescen s o Mo occan
o igin indica ed o wha ex en hey main ained he Mo occan
cus oms (o hei pa en s’ coun y o o igin) and adop ed o
TABLE1 | Es ima ed eliabili y coe icien s.
C onbach’s alpha Spli -Hal (Spea man-
B own)
SA MA SA MA
Main enance 0.58 0.68 0.65 0.67
Adop ion 0.71 0.66 0.81 0.72
P e e ences o
main enance
0.83 0.83 0.86 0.84
P e e ences o
adop ion
0.86 0.77 0.89 0.82
Mo ali y 0.82 0.65 0.84 0.69
Immo ali y 0.80 0.77 0.74 0.73
Sociabili y 0.85 0.72 0.86 0.71
Compe ence 0.76 0.68 0.76 0.63
SA, Spanish adolescen s; MA, Mo occan-o igin adolescen s.
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 6 Janua y 2021 | Volume 11 | A icle 610644
p ac iced Spanish cus oms in he same domains. One example
o an i em is he ollowing: “To wha ex end do youmain ain
nowadays he Mo occan cus oms in you amily ela ionships
(way o ela ing o hei pa en s, wi h olde people in he
amily, wi h hei b o he s and sis e s, asks ha each membe
o he amily does, e c.)?” A e age sco es on each scale (cul u al
main enance and adop ion) we e ob ained. The es ima ed
eliabili y coe icien s (C onbach’s alpha and spli -hal wi h
Spea man-B own co ec ion) a e included in Table 1.
Accul u a ion P e e ences
Pa icipan s’ p e e ences we e also measu ed using wo scales:
one o main aining he o igin cus oms and ano he o he
adop ion o Spanish cus oms. Spanish adolescen s we e asked
o wha ex en hey would like Mo occan you h o main ain
he o igin cus oms and o adop he Spanish cus oms. One
example o an i em is: “I you could choose, o wha ex en
would you like Mo occan you h li ing in Spain o adop o
p ac ice he Spanish cus oms in social ela ions (ways o
socializing, usual places o socializing, he way in which hey
spend hei ee ime, ways o ha ing un, e c.)?” Adolescen s
o Mo occan o igin we e asked o wha ex en hey would
like o main ain he Mo occan cus oms (o hei pa en s’ coun y
o o igin) and o adop he Spanish cus oms ( he i ems we e
he same as o Spanish adolescen s bu asking “To wha ex en
would you like o adop o p ac ice he Spanish cus oms?”).
Each scale con ains six i ems e e ing o he same RAEM
domains. A e age sco es on each scale (cul u al main enance
and adop ion) we e ob ained. The es ima ed eliabili y coe icien s
(C onbach’s alpha and spli -hal wi h Spea man-B own
co ec ion) a e included in Table 1.
G oup Iden i y
E hnic and na ional iden i ies we e measu ed in Mo occan-
o igin adolescen s wi h ou ques ions. They indica ed hei
iden i ica ion wi h and alua ion o hei e hnic g oup (Mo occan)
h ough wo ques ions: “To wha deg ee do you eel Mo occan?”
and “how do you alue being Mo occan?” (e hnic iden i y,
=0.63, p<0.001). They we e also asked abou hei iden i ica ion
wi h and alua ion o he hos coun y wi h wo ques ions:
“To wha deg ee do you eel Spanish?” and “how do you alue
being Spanish?” (na ional iden i y, =0.70, p<0.001). A e age
sco es in bo h ques ions ( o each iden i y) we e ob ained.
Socio-Demog aphic Va iables
Pa icipan s epo ed hei sex, age, coun y o bi h, coun y
o bi h o pa en s ( a he and mo he ), and age o a i al in
Spain ( o Mo occan pa icipan s). The ques ionnai e included
mo e a iables since i was pa o a b oade na ional p ojec
bu only hose ele an o he objec i es o his s udy a e epo ed.
P ocedu e
Analysis o popula ion egis e s (INE, 2019) was ca ied ou
o de e mine he numbe , geog aphical dis ibu ion, and coun ies
o o igin o o eign adolescen s li ing in Spain. Subsequen ly,
public seconda y schools wi h a high numbe o adolescen s
o Mo occan o igin we e selec ed in p o inces wi h a high
p esence o his popula ion. Schools we e con ac ed and he
app op ia e pe mi s we e eques ed o ca y ou he s udy.
The pa en s/legal gua dians o he adolescen s signed an in o med
consen o m ha was collec ed a he ime o applica ion o
he ques ionnai e. Teache s, amilies, and adolescen s we e
in o med o he objec i es o he esea ch, he people in cha ge,
hei olun a y pa icipa ion, and he possibili y o s opping
a any ime. Likewise, hey we e in o med ha he da a collec ed
would be ea ed anonymously and con iden ially. The
ques ionnai es we e comple ed in pape and pencil o ma ,
and applied by ained pe sonnel, in he class ooms o 16
public seconda y schools o i e Spanish p o inces. The s udy
was app o ed by he Human Resea ch Bioe hics Commi ee
o he esea che s’ uni e si y. The da abase used in his esea ch
has been made publicly a ailable and can beaccessed a Open
Science F amewo k (OSF) h ps://os .io/khm u/? iew_only= 4
1e41b 48a349c689469481ba 63ea .
RESULTS
P elimina y Analyses
Con i ma o y ac o analysis was conduc ed o es he i o
he ou - ac o s e eo ypes model, which included he dimensions
o mo ali y, immo ali y, sociabili y, and compe ence. In addi ion,
he i o he wo- ac o model (wa m h and compe ence; Fiske
e  al., 2002) and he h ee- ac o model (mo ali y sociabili y,
and compe ence; Leach e al., 2007) we e checked ou . Weused
he chi-squa e es and calcula ed he oo mean squa e e o
app oxima ion (RMSEA), he compa a i e i index (CFI), and
he Tuke -Lewis index (TLI) o es he i o hese models.
Fo gene al in e p e a ion, models wi h RMSEA alues g ea e
han 0.10 and CFI and TLI alues below 0.90 should be ejec ed
(B own, 2015). Wealso epo he Akaike in o ma ion c i e ion
(AIC) and he Bayesian in o ma ion c i e ion (BIC). Smalle
alues o hese indices indica e be e model i . The maximum
likelihood (ML) me hod was used o es ima e he pa ame e s
and co ela ion be ween he ac o s we e eed.
The ou - ac o s e eo ypes model showed a good i o he
da a o bo h g oups: Spanish adolescen s, c
2
(113)= 278.05,
p < 0.001, CFI = 0.95, TLI = 0.95, RMSEA = 0.05,
AIC = 19863.10, BIC = 20030.13; and Mo occan-o igin
adolescen s, c
2
(113) = 191.42, p < 0.001, CFI = 0.94,
TLI= 0.93, RMSEA= 0.04, AIC=15489.01, BIC= 15642.63.
All ac o loadings we e s a is ically signi ican (see Figu e 1).
Resul s o he CFA o he h ee- ac o and wo- ac o models
o bo h g oups indica ed ha hey should bedisca ded: Th ee-
ac o model o Spanish adolescen s, c2 (116) = 500.32,
p < 0.001, CFI = 0.90, TLI = 0.88, RMSEA = 0.08,
AIC = 20209.63, BIC = 20364.37; and o Mo occan-o igin
adolescen s, c
2
(116) = 325.98, p < 0.001, CFI = 0.85,
TLI= 0.83, RMSEA= 0.07, AIC=15778.15, BIC= 15920.68;
Two- ac o model o Spanish adolescen s, c
2
(118)=554.22,
p < 0.001, CFI = 0.88, TLI = 0.86, RMSEA = 0.09,
AIC = 20259.53, BIC = 20405.90; and o Mo occan-o igin
adolescen s, c2 (118) = 440.03, p < 0.001, CFI = 0.77,
TLI = 0.74, RMSEA = 0.09, AIC = 1588.21, BIC = 16023.03.
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 7 Janua y 2021 | Volume 11 | A icle 610644
Desc ip i e s a is ics and bi- a ia e Pea son co ela ions
among a iables o bo h Spanish and Mo occan-o igin
adolescen s a e epo ed in Table 2.
In e g oup Di e ences in S e eo ypes
In o de o compa e in e g oup s e eo ypes and accul u a ion
pe cep ions and p e e ences, wo mul i a ia e analysis o a iances
(MANOVAs) we e pe o med: s e eo ype dimensions and
accul u a ion pe cep ions and p e e ences we e included as
dependen a iables and he a ge /g oup (Mo occan you h
e alua ed by Spanish adolescen s s. Spanish you h e alua ed
by adolescen s o Mo occan o igin) as independen a iable.
Resul s o he MANOVA showed ha he e was a mul i a ia e
e ec o he g oup in he s e eo ype dimensions as combined
dependen a iables, Wilk’s λ=0.86, F(4, 820)=33.37, p<0.001,
η2p = 0.14. As shown in Figu e 2 (see also means and SDs
in Table2), adolescen s o Mo occan o igin had a mo e posi i e
pe cep ion o Spanish you h compa ed o he pe cep ion ha
Spanish adolescen s had o Mo occan you h (H1). S a is ically
signi ican di e ences appea ed in all ou s e eo ype dimensions
analyzed. Mo occan you h we e pe cei ed by Spanish adolescen s
as less mo al, F(1,823) = 91.72, p < 0.001, η2p = 0.10; mo e
immo al, F(1,823) =45.49, p< 0.001, η2p= 0.05; less sociable,
F(1,823) = 119.32, p < 0.001, η2p = 0.13; and less compe en ,
F(1,823) = 23.44, p < 0.001, η2p = 0.03, compa ed o he
pe cep ion ha Mo occan-o igin adolescen s had abou Spanish
you h. Homogenei y o a iances o be ween-subjec s compa ison
was no assumed. Howe e , - es s wi h co ec ions e ealed
he same esul s.
In e g oup Di e ences in Accul u a ion
O ien a ions
Resul s o he MANOVA showed ha he e was a mul i a ia e
e ec o he g oup in he accul u a ion pe cep ions and p e e ences
as combined dependen a iables, Wilk’s λ=0.78, F(4, 807)=54.65,
p < 0.001, η2p = 0.21. As shown in Figu e 3, he e we e some
disc epancies be ween wha Spanish adolescen s pe cei ed ha
Mo occan you h we e doing and wha Mo occan-o igin adolescen s
admi ed doing (H2a). Spanish adolescen s pe cei ed ha Mo occan
you h we e adop ing less han hey claimed o do,
FIGURE1 | Resul s o con i ma o y ac o analysis o he ou - ac o model o Spanish and Mo occan-o igin adolescen s. All ac o loadings a e s anda dized and
s a is ically signi ican .
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 8 Janua y 2021 | Volume 11 | A icle 610644
F(1,810) = 103.10, p < 0.001, η2p = 0.11; bu also main aining
less han hey claimed o do, F(1,810) = 28.71, p < 0.001,
η2p=0.03. Rega ding hei p e e ences, in line wi h H2b, Spanish
adolescen s p e e ed Mo occan you h o main ain less han
Mo occan-o igin adolescen s wan ed o do, F(1,810) = 132.33,
p < 0.001, η2p = 0.14; and p e e ed mo e adop ion han he
la e desi ed o do, F(1,810) = 4.79, p = 0.029, η2p = 0.01.
P e e ence o Adop ing he Hos Cul u e
Fou mul iple linea eg ession analyses we e conduc ed o
analyze he e ec o s e eo ypes in accul u a ion p e e ences
( wo mul iple linea eg essions o each g oup: one o
p e e ences o main enance and one o p e e ences o
adop ion). In o de o con ol he e ec o accul u a ion
pe cep ions ( o bo h g oups) and e hnic and na ional iden i y
(only o Mo occan-o igin adolescen s), hese a iables we e
included in S ep1. In S ep2, s e eo ype dimensions we e added.
Fo adolescen s o Mo occan o igin, he esul s o he mul iple
eg ession analysis a e shown in Table 3. Adop ing he hos
cul u e and na ional iden i y we e posi i ely ela ed o he
desi e o adop he Spanish cul u e in S ep 1. The e was a
s a is ically signi ican inc ease in he explained a iance
(∆R2=0.019) in S ep2. In e es ingly, pe cei ing Spanish you h
as immo al (e.g., agg essi e, malicious, and alse) signi ican ly
con ibu ed o he model. The mo e immo al Spanish you h
we e pe cei ed, he less willingness o adop he Spanish cul u e.
Fo Spanish adolescen s, esul s o he mul iple eg ession
analysis a e shown in Table 4. Only pe cep ion o adop ion
o he hos cul u e was ma ginally ela ed o hei p e e ence
o Mo occan you h o adop he Spanish cul u e in S ep 1.
The e was a s a is ically signi ican inc ease in he explained
a iance (∆R2 = 0.021) in S ep 2. Pe cei ing Mo occan you h
as immo al (e.g., agg essi e, malicious, and alse) also con ibu ed
o he model. The mo e immo al Mo occan you h we e pe cei ed,
he mo e he p e e ence o hem o adop he Spanish cul u e.
These indings sugges ha pe cei ed immo ali y migh
be impo an o unde s anding p e e ence o adop ing he
hos cul u e o bo h majo i y and mino i y g oups.
The Mode a ing Role o S e eo ypes in
Disc epancies o P e e ence o Adop ion
To e i y i s e eo ypes can mode a e he disc epancies be ween
majo i y and mino i y membe s in hei accul u a ion p e e ences,
weconduc ed ou mul iple eg ession analyses wi h he mac o
PROCESS 3.5 o SPSS, Model 1 (Hayes, 2018) using a bias-
co ec ed boo s ap o 5,000 samples. G oup was de ined each
ime as p edic o (1 = Spanish adolescen s; 0 = Mo occan-
o igin adolescen s) o p e e ence o adop ion and each s e eo ype
dimension was de ined as mode a o (+SD, Mean, and −SD).
The o he s e eo ype dimensions we e con olled as co a ia es.
A he e oscedas ici y consis en s anda d e o and co a iance
ma ix es ima o was used.
The eg ession analyses yielded a signi ican in e ac ion
be ween g oup and pe cei ed immo ali y, B=0.37, SE=0.08,
(802) = 4.62, ∆R2 = 0.027, p < 0.001, 95% CI [0.213, 0.527];
pe cei ed mo ali y, B = −0.32, SE = 0.09, (802) = −3.50,
TABLE2 | Co ela ions among a iables o Spanish and Mo occan-o igin adolescen s.
1 2 3 4 5 6 7 8 9 10 Spanish adolescen s Mo occan-o igin
adolescen s
M SD M SD
1. Main enance 0.08 0.05 0.01 - - 0.19** −0.06 0.18** 0.22** 3.57 0.60 3.83 0.71
2. Adop ion 0.11*0.34** 0.09*- - 0.49** −0.29** 0.47** 0.28** 2.78 0.72 3.31 0.73
3. P e e ence o
main enance 0.62** 0.11** −0.03 - - 0.33** −0.17** 0.38** 0.28** 3.11 0.92 3.85 0.85
4. P e e ence o
adop ion 0.08 0.60** 0.20** - - −0.01 0.11*0.01 0.01 3.44 0.91 3.31 0.83
5. E hnic iden i y 0.36** −0.05 0.34** −0.12*- - - - - - - 4.37 0.79
6. Na ional
iden i y −0.04 0.11*0.02 0.26** −0.19** - - - - - - 3.06 1.11
7. Mo ali y 0.13*0.24** 0.13*0.23** −0.01 0.07 −0.58** 0.80** 0.59** 2.77 0.79 3.28 0.70
8. Immo ali y 0.01 −0.06 −0.06 −0.20** 0.08 −0.06 −0.43** −0.54** −0.40** 2.98 0.79 2.60 0.82
9. Sociabili y 0.06 0.22** 0.12*0.22** −0.04 0.17** 0.53** −0.32** 0.61** 3.04 0.85 3.66 0.74
10. Compe ence 0.09 0.14** 0.16** 0.18** −0.01 0.11*0.46** −0.25** 0.49** 3.26 0.74 3.50 0.66
Co ela ions o Spanish adolescen s a e epo ed abo e diagonal; co ela ions o Mo occan-o igin adolescen s a e epo ed below diagonal. **p<0.01; *p<0.05.
U biola e al. S e eo ypes and Accul u a ion P e e ences
F on ie s in Psychology | www. on ie sin.o g 15 Janua y 2021 | Volume 11 | A icle 610644
W i en in o med consen o pa icipa e in his s udy was
p o ided by he pa icipan s’ legal gua dian/nex o kin.
AUTHOR CONTRIBUTIONS
LL-R, AU, MN, MS-C, and IC de eloped he s udy concep
and design, d a ed he manusc ip , p o ided c i ical e isions,
and app o ed he inal e sion o he manusc ip o submission.
Da a collec ion was pe o med by MS-C and MN. MS-C, LL-R,
and AU pe o med he da a analysis. All au ho s con ibu ed
o he a icle and app o ed he submi ed e sion.
FUNDING
This s udy was conduc ed wi hin he p ojec “P ejudiced a i udes,
accul u a ion p ocess, and adjus men o immig an and hos
adolescen s” (Re e ence PS2016-80123-P), unded by he Minis y
o Economy, Indus y and Compe i i eness.
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Con lic o In e es : The au ho s decla e ha he esea ch was conduc ed in
he absence o any comme cial o inancial ela ionships ha could be cons ued
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