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We explore the roots of tolerance for immigration-related diversity from a political socialization perspective. Among rural adolescent respondents, we find that attitudes toward immigrants are surprisingly variable along a number of important dimensions: anticipated socioeconomic status, family longevity in the community, and employment in agriculture. The extent to which an adolescent's family is anchored in the community proves to be an important determinant of diversity attitudes. Tolerance for diversity is also contextually conditioned by the percentage of immigrants settled in a neighborhood, and the percentage of the local population employed in farming. Interestingly, lower income youth are more welcoming of immigration than the affluent, particularly when they live near them. Without quite labeling these rural adolescent populations racially "progressive," the youth we encountered mostly expressed the norms of tolerance and civility essential for avoiding unpleasant intergroup conflict. (Contains 2 figures, 3 tables, and 4 footnotes.)

Objective This article examines the distinct processes of accommodation to immigrants in two similar small towns in Iowa. Ethnic conflict and contact theories predict that the processes would be similar in these towns, but their experiences demonstrate otherwise. Methods The study traces the histories of these towns and uses surveys, focus groups, and interviews to detail the process of accommodation in these communities. Results In both towns, white/Anglo residents came to accommodate their new neighbors and accept immigrants as full members of their communities, but the processes were unique in each place. In one community, earlier exposure to a small group of Laotian refugees gave residents and officials valuable experience with diversity. Further, this town was pushed toward acceptance when an outside group spread falsehoods. Conclusions This study demonstrates that adjusting to ethnic diversity is a long-term process that is unique to a community's experience with diversity. [ABSTRACT FROM AUTHOR]

Despite the importance of high-stakes tests in education policy, relatively little is known about opinion on this issue. We examine racial and socioeconomic differences in support for high-stakes testing. Given the achievement gaps between racial minorities and Whites and between the lower and higher status, it would be reasonable to expect that those whose children are most likely to do well on high-stakes tests would support the policy, whereas their counterparts would oppose them. However, these groups have different histories with and optimism about the public education system as well as different perceptions about how high-stakes tests will affect their children. We find that Latinos strongly support these measures, whereas African Americans and Whites oppose them primarily because African Americans are pessimistic about improving public schools and Whites are concerned about how resources will be redistributed. We also find that those of higher status are more likely to oppose high-stakes testing. [ABSTRACT FROM AUTHOR]