Explanations of anti-immigrant attitudes in Europe have been centred around the labour market competition and group threat theories. The paper tests these theories with the data from Russia and finds some support for the group threat theory. Attitudes towards several immigrant ethnic groups are analysed separately. While Russians generally accept Ukrainians and Moldovans as their potential neighbours, they are more hostile to immigrants from the Caucasus and Central Asia. This ethnic hierarchy is shared by all

Field experiments have provided ample evidence of ethnic and racial discrimination in the labour market. Less is known about how discrimination varies in multi-ethnic societies, where the ethnic composition of populations is different across locations. Inter-group contact and institutional arrangements for ethnic minorities can mitigate the sense of group threat and reduce discrimination. To provide empirical evidence of this, we conduct a field experiment of ethnic discrimination in Russia with a sample of over 9,000 job applications. We compare ethnically homogeneous cities and cities with ethnically mixed populations and privileged institutional status of ethnic minorities. We find strong discrimination against visible minorities in the former but much weaker discrimination in the latter. These findings demonstrate how institutions and historical contexts of inter-group relations can affect ethnic prejudice and discrimination.

This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.

Substantial inequalities in risks of dying exist by both occupational class and perceived status in Russia, with patterns by class differing from those in the west.

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