The European Commission and scholars emphasize that the ERASMUS programme is
a successful example of European integration, a symbol of construction of European identity
and promoter of tolerance on the basis of breaking stereotypes, encouraging multicultural
experience and intercultural education. But because of the lack of empirical findings, this
Master thesis has been devoted to research of the impact of the ERASMUS programme on
breaking the stereotypes and fostering European identity. The quantitative survey of three
hundred thirty former ERASMUS, potential ERASMUS and non-ERASMUS students
provides partly justification that the ERASMUS Programme has impact on breaking the
stereotypes and promoting European identity. Potential ERASMUS students already have less
stereotypes and European self-identification than non-mobile students, therefore the
ERASMUS programme is rather catalyst than promoter of European identity and stereotypebreaker.
Key words: the ERASMUS programme, European identity, stereotypes.
Table of Contents
1. INTRODUCTION
2. CHAPTER 1: LITERATURE REVIEW
2.1. Identity
2.1.1. Typology
2.1.2. Collective vs. Individual Identity
2.1.3. Definition
2.2. Concept of European Identity
2.2.1. Limitations of concept
2.2.2. Political vs. Cultural Identity
2.2.3. National vs. European Identity
2.3. Stereotypes
2.3.1. Stereotypes vs. Prejudices
2.3.2. Typology
2.3.3. Heterostereotypes vs. Autostereotypes
3. CHAPTER 2: METHODOLOGICAL FRAMEWORK
3.1. Survey Methodology
3.2. Questionnaire Design
3.3. Measurement
3.3.1. A Socio-Demographic Data
3.3.2. Indexes
3.3.3. Characteristics
4. CHAPTER 3: ANALYSIS OF SURVEY
4.1. A Socio-Demographic Data
4.2. Indexes
4.3. Characteristics
5. DISCUSSION
6. CONCLUSION
Research Objectives and Thematic Focus
The primary objective of this thesis is to analyze the impact of the ERASMUS Programme on the breaking of stereotypes and the promotion of European identity among students in Latvia, addressing the lack of empirical evidence in this field. The research investigates whether participation in student exchange programs acts as a catalyst for changing perceptions and fostering a sense of European belonging.
- The influence of international student mobility on European self-identification.
- Empirical analysis of stereotype reduction and inter-group contact.
- Comparative study between mobile, potential mobile, and non-mobile student groups.
- Methodological operationalization of complex concepts like identity and stereotypes.
- The relationship between national identity and European integration.
Excerpt from the Book
1.2. Concept of European Identity
There is a vast amount of literature on the issue of European identity and in the past decades it has become one of the most researchable and highly debatable topics. “Additionaly, in the new member countries the very notion of European identity seems to be more widely discussed than in the old member states”. (Valentini, 2005: 10) Historians, political scientists, sociologists and social psychologists have studied concept of European identity, thus it has become an interdisciplinary field to observe. However, to my mind, because of the latter there are shortcomings in the literature - a lack of in-depth theoretical and empirical analysis taking into account many dimensions and perspectives of this phenomenon.
I agree with Huyst’s argumentation why studying the European identity is a comprehensive task: it is hard to define European identity and to measure it (Huyst, forthcoming: 6; Herrmann and Brewer, 2004). Indeed, defining the concept of European identity is a tough task. Even nowadays there is a debate if European identity does exist (see Kielmansegg, 1996; Offe, 1998). However, I would argue that the European identity exists and there are scholars who agrees with that.
Another failure is that some scholars associate “Europe with European Union (..) which is reflected also in the general definition of the word “European”” (Valentini, 2005: 4). Therefore I agree with Rollis that each of the words in the concept of “European identity” taken individually may be ambiguous (Rollis, 2005: 163). Moreover, I disagree with Fokion et al. that “European identity tends to be meaningful only when it is contrasted against anything considered as non-European” (Fokion et al., 2006: 8) because this argument rather separates “European” and “identity” but does not take into account the specific meaning of these words together.
Summary of Chapters
INTRODUCTION: Outlines the significance of the ERASMUS Programme as a symbol of European integration and sets the research problem regarding its impact on student identity and stereotypes.
CHAPTER 1: LITERATURE REVIEW: Reviews existing theories on identity, European identity, and stereotypes, establishing the conceptual foundation using Adcock and Collier’s model.
CHAPTER 2: METHODOLOGICAL FRAMEWORK: Describes the quantitative survey design, sample selection of 330 students, and the construction of indexes used to measure identity and prejudice.
CHAPTER 3: ANALYSIS OF SURVEY: Presents the empirical findings, analyzing demographic data and testing hypotheses regarding the openness and multicultural background of different student groups.
DISCUSSION: Evaluates the survey results in the context of previous studies and discusses the role of ERASMUS as a potential catalyst for European identity.
CONCLUSION: Synthesizes the major findings, confirming that the programme influences European identity and openness, while highlighting limitations and suggestions for future research.
Keywords
ERASMUS Programme, European identity, student mobility, stereotypes, prejudices, social distance, quantitative research, Latvia, national identity, inter-group contact, survey methodology, integration, self-identification, multiculturalism.
Frequently Asked Questions
What is the core focus of this research?
The research examines the impact of the ERASMUS Programme on students in Latvia, specifically regarding their European self-identification and the breaking of ethnic stereotypes.
What are the primary thematic areas covered?
The work covers concepts of collective and individual identity, the political vs. cultural dimensions of European identity, and the mechanisms of stereotype formation and reduction.
What is the main research objective?
The objective is to determine if participation in the ERASMUS Programme fosters European identity and reduces stereotypes by comparing mobile students with non-mobile and potential mobile student groups.
Which scientific methods are utilized?
The author employs a quantitative survey approach, involving 330 respondents, and constructs specific indexes based on existing literature to measure social distance, ethnic isolation, and European identity.
What is discussed in the main part of the thesis?
The main part encompasses a rigorous literature review, a detailed methodological framework, and a comprehensive analysis of survey data comparing different student cohorts.
How can this study be characterized by its keywords?
The study is characterized by keywords such as ERASMUS Programme, European identity, student mobility, ethnic stereotypes, and inter-group contact.
How does the author define European identity for this study?
The author defines it as a feeling of belonging to a distinctive European culture and/or the European Union, utilizing a 'bottom-up' approach to measure individual feelings.
What does the survey conclude about the impact of the ERASMUS Programme?
The study concludes that the program acts as a catalyst rather than a direct promoter, as mobile students tend to be more open and multicultural even prior to their participation.
- Arbeit zitieren
- Karina Oborune (Autor:in), 2010, The Case Study of the ERASMUS Programme in Latvia: Stereotypes and European Identity, München, GRIN Verlag, https://www.hausarbeiten.de/document/162865
