Building a Society More Inclusive of Migrants Through University Education

本研究旨在确定日本决定是否社会接受移民的标准，这些标准如何在背景下变化，以及这些边界维护实践对移民心理健康的影响，目的是为大学教育提出方法，帮助日本学生更容易接受移民。去年，我写了两篇论文，确定了：1。1 .日本人看重的标准如何根据他们对移民的威胁程度、贡献程度和社会地位的感知程度而变化；这种接受标准如何根据移民的国家背景而改变。分析表明，日本人认为接受移民的两种标准很重要：种族（如日本血统或出生地）和公民（如语言技能或遵循社会规范）。这种期望因环境变量而异：对威胁的更大感知导致了更排斥的态度，而对贡献和社会地位的更高评估则导致了对移民更接受的立场。这些发现对教育具有重要意义：通过促进移民在日本的贡献（包括经济和社会）和社会地位，同时减少威胁感，教育工作者可以在学生中产生对移民更包容的态度。从2022年4月到2023年4月底，我在国际期刊上发表了1篇关于本研究的论文（现出版），并在学术会议上或在线或受邀演讲20次。

This study aims to identify Japanese criteria for deciding whether to socially accept migrants, how those criteria change contextually, and the impact of those boundary maintenance practices on migrants’ mental health with the goal of proposing ways for university education to help students become more accepting of migrants in Japan. Last year, I worked on 2 papers that identified: 1. how the criteria that Japanese people value may change depending upon their perceived levels of threat, contribution, and social status among immigrants, and 2. how such acceptance criteria may change according to immigrants’ national background. Analyses reveal that Japanese consider 2 types of criteria important for accepting migrants: ethnic (e.g., Japanese ancestry or birthplace) and civic (e.g., language skills or following social norms). Such expectations vary depending upon contextual variables: greater perceptions of threat resulted in more exclusive attitudes, while higher assessments of contributions and social status engendered more accepting stances toward immigrants. Such findings have important implications for education: by promoting immigrants’ contributions in Japan (both economic and social) and social status, while reducing threat perceptions, educators can engender more inclusive attitudes towards immigrants among students. From April 2022 to the end of April 2023, I had 1 refereed paper accepted about this research (now in press) in an international journal, and I gave 20 presentations in person or online at academic conferences or as invited lectures.