The goal of the article consists in understanding Islam as a lifestyle in Europe. The lifestyle is understood through creation and introduction of religious differences and determines the perception of Islam as different from the European values. This fact affects acceptance of the lifestyle as a legitimization of religious subjectness. The conclusion is made that the difficulty of integrating the Muslims into the European community consists in substitution of social issues for ethnocultural and ethnoreligious variety.
This article shows that inter-ethnic relations create consequences in strengthening the ethno-cultural heterogeneity of society, in ethnic enclavization, in the growth of inter-ethnic tension, demonstrated in various conflicts. The authors show that the apparent reason for refusal from the inter-ethnic relations management is the negation of inter-ethnic tension, more preciselyits transference into the discourse of cultural differences. Evaluating the ethnic conflict atmosphere in Russian society, as well as identifying ways to optimize the ethnic relations, requires no recognition of the Russian ethnic practices specialness. It is important to understand the comparability of Germany and the
Conceptual interpretation of research practices undertaken in this study enabled the authors to identify the specific role of value policy as an efficiency factor of state management in improving race and ethnic relations in the United States. In this regard, the article aims to determine the priorities of value policy, considering the major trends of race relations development in the United States. The methodological basis for the research was formed by a sociological survey representing the formation of the system of core values in contemporary multicultural American society. Using the method of cluster analysis, the authors formed the matrix of social values differentiation according to their impact on race relations. The authors identified two types of values: Incentive values that facilitate improvement of race and ethnic relations and disincentive values which aggravate interracial conflicts. The authors defined and provided rationale for "high", "medium" and "low" influence levels of incentive values on race relations in contemporary American society. The article explains the necessity of subordinated development of disincentive values in contrast to incentive values in value policy related to race relations. Influence levels of incentive values were used to determine the priorities in modern value policy being a factor of social and economic security of the multicultural American society. The findings were processed into conceptual provisions, so that this concept can be used in managing race ethnic relations at the federal level.
The main purpose of this article is to study gender stereotypes in the field of Russian higher education, where, in the context of updated modernization measures at the organizational, personnel, functional, and socio-motivational levels, gender stereotypes as awareness of gender differences being socially and professionally determined contain real and potential risks of dysfunction and stagnation of higher education. The authors of the article in the formulation of the problem note that a new gender order has been formed, aimed at achieving gender proportions, but not eliminating the -glass ceiling‖ effect in gender relations. As the results of sociological studies show, even in the current situation, the personnel -bias‖, the dominance of men in the management of higher education, the leadership of research groups and the maintenance of the image of a -wise mentor‖ in relations with young people, compared with women-actors of higher education, who are given the opportunity to realize cognitive resources, but the bar of low career expectations is stated. As a result, the authors of the article come to the conclusion that in Russian higher education, despite certain positive changes in gender relations, the new gender order, being a step forward compared to the previous Soviet period, where the equality of men and women was a consequence of the consolidation of gender disparities, does not contain a trend of fundamental changes through a radical revision of existing gender stereotypes. Thus, we can say that Russian higher education is influenced by gender stereotypes as barriers to improving the efficiency of the educational system, moving along the trajectory of academic leadership, for which the priority is to create equal conditions for academic mobility and academic career for higher education actors, regardless of gender stereotypes.
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