Daudi Van Veen
Biographic Data
| ID | 4047352 |
|---|---|
| NAME | Daudi Van Veen |
| GIVEN NAMES | Daudi |
| FAMILY NAME | Van Veen |
| SIGNATURE | VAN VEEN D |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0001-7473-1621 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Joy as a technology of resistance and freedom: Critical Insights From Racialized Scholars in Academia
This article examines how nine racialized scholars based in the Netherlands and Belgium experience and practice Joy in predominantly white academic spaces. Drawing on a reflexive thematic analysis of podcast conversations, we show how Joy emerges through intentional engagement in alternative modes of teaching and doing research that resists institutional whiteness. The experiences of racialized scholars particularly emphasize the generation of Jo…
Ethnic and Gender Representation in German, Italian and Dutch School Textbooks
Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so‐called hidden curriculum; whether students observe a variety of ethnicity and gender among charact…
Our colonial hangover? Blatant dehumanization plays a role in support for contested cultural traditions
The findings suggest that a sense of cultural superiority and preference for cultural dominance helps to explain why support for ethnic miming persists in both cultural contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
How we feel about “us”: A longitudinal study on ethnic-racial socialization and ethnic-racial affect development in middle childhood to early adolescence
For ethnic-racial minoritized children, ethnic-racial affect-feelings about their group and heritage-is a key part of identity development. However, little is known about how positive (e.g., pride about one's group or heritage) and negative (e.g., shame about one's group or heritage) ethnic-racial affect develops over time in children. Examining the developmental trajectories and factors that shape these feelings can help elucidate how to ensure …
Parenting While Black: Ethnic‐Racial Socialization Among Netherlands‐Based Caribbean and West‐African Heritage Mothers
Objective This study explores how and why West African and Caribbean heritage mothers in the Netherlands engage in ethnic‐racial socialization. Background West African and Caribbean communities have long histories in the Netherlands. Even though parents from these communities are tasked with helping children navigate mainstream Dutch culture, learn about their cultural heritage, and cope with discrimination, little is known about these parents' e…
Who’s to blame? How subtle negative messages about outgroups contribute to ethnic prejudice development in middle to late childhood
Studies have repeatedly demonstrated that parents’ and children’s ethnic prejudice are related to one another. However, little is known about the specific parental practices that facilitate the intergenerational transmission of prejudice. Using a novel measure, we examined how everyday parent-child conversations about the ambiguous behaviors of others (e.g. behaviors open to multiple interpretations) may contribute to children’s ethnic prejudice …
Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks
In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in hou…
Maternal color-consciousness is related to more positive and less negative attitudes toward ethnic-racial outgroups in children in White Dutch families
A prerequisite to anti-racist socialization in families is acknowledging ethnic-racial (power) differences, also known as color-consciousness. In a sample of 138 White Dutch families from the urban Western region of the Netherlands with children aged 6–10 years (53% girls), observations and questionnaires on maternal color-consciousness and measures of children's attitudes toward Black and Middle-Eastern ethnic-racial outgroups were collected in …
Priming attachment and diversity ideologies: Effects on ethnic bias in children's altruistic sharing in a dictator game
Children often show a positive ingroup bias in altruistic behaviors such as sharing. Insight in factors related to ethnic bias in sharing can help towards understanding the origins of inequality in the distribution of resources in society. The present study examined the effect of priming secure attachment (versus positive affect) and multiculturalism (versus color-evasiveness) on ingroup bias in dominant ethnic group children's altruistic sharing…
Perceived discrimination, ethnic identity, and ethnic-racial socialization in Chinese immigrant families before and after the Covid-19 outbreak: An exploratory natural experiment
Emerging research from the United States indicates that people with an East Asian background experience COVID-19-related racial discrimination. There is some (although not consistent) evidence that these discrimination experiences can in turn have psychological and behavioral consequences, such as strengthening one's ethnic identity and influencing parents' ethnic-racial socialization practices. The current study presents a unique natural experim…
Ethnic and Gender Representation in German, Italian and Dutch School Textbooks
Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so‐called hidden curriculum; whether students observe a variety of ethnicity and gender among charact…
Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks
In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in hou…
Perceived discrimination, ethnic identity, and ethnic-racial socialization in Chinese immigrant families before and after the Covid-19 outbreak: An exploratory natural experiment
Emerging research from the United States indicates that people with an East Asian background experience COVID-19-related racial discrimination. There is some (although not consistent) evidence that these discrimination experiences can in turn have psychological and behavioral consequences, such as strengthening one's ethnic identity and influencing parents' ethnic-racial socialization practices. The current study presents a unique natural experim…
Joy as a technology of resistance and freedom: Critical Insights From Racialized Scholars in Academia
This article examines how nine racialized scholars based in the Netherlands and Belgium experience and practice Joy in predominantly white academic spaces. Drawing on a reflexive thematic analysis of podcast conversations, we show how Joy emerges through intentional engagement in alternative modes of teaching and doing research that resists institutional whiteness. The experiences of racialized scholars particularly emphasize the generation of Jo…
Maternal color-consciousness is related to more positive and less negative attitudes toward ethnic-racial outgroups in children in White Dutch families
A prerequisite to anti-racist socialization in families is acknowledging ethnic-racial (power) differences, also known as color-consciousness. In a sample of 138 White Dutch families from the urban Western region of the Netherlands with children aged 6–10 years (53% girls), observations and questionnaires on maternal color-consciousness and measures of children's attitudes toward Black and Middle-Eastern ethnic-racial outgroups were collected in …
Priming attachment and diversity ideologies: Effects on ethnic bias in children's altruistic sharing in a dictator game
Children often show a positive ingroup bias in altruistic behaviors such as sharing. Insight in factors related to ethnic bias in sharing can help towards understanding the origins of inequality in the distribution of resources in society. The present study examined the effect of priming secure attachment (versus positive affect) and multiculturalism (versus color-evasiveness) on ingroup bias in dominant ethnic group children's altruistic sharing…
Perceived discrimination, ethnic identity, and ethnic-racial socialization in Chinese immigrant families before and after the Covid-19 outbreak: An exploratory natural experiment
Emerging research from the United States indicates that people with an East Asian background experience COVID-19-related racial discrimination. There is some (although not consistent) evidence that these discrimination experiences can in turn have psychological and behavioral consequences, such as strengthening one's ethnic identity and influencing parents' ethnic-racial socialization practices. The current study presents a unique natural experim…
Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks
In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in hou…
Who’s to blame? How subtle negative messages about outgroups contribute to ethnic prejudice development in middle to late childhood
Studies have repeatedly demonstrated that parents’ and children’s ethnic prejudice are related to one another. However, little is known about the specific parental practices that facilitate the intergenerational transmission of prejudice. Using a novel measure, we examined how everyday parent-child conversations about the ambiguous behaviors of others (e.g. behaviors open to multiple interpretations) may contribute to children’s ethnic prejudice …
Our colonial hangover? Blatant dehumanization plays a role in support for contested cultural traditions
The findings suggest that a sense of cultural superiority and preference for cultural dominance helps to explain why support for ethnic miming persists in both cultural contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
How we feel about “us”: A longitudinal study on ethnic-racial socialization and ethnic-racial affect development in middle childhood to early adolescence
For ethnic-racial minoritized children, ethnic-racial affect-feelings about their group and heritage-is a key part of identity development. However, little is known about how positive (e.g., pride about one's group or heritage) and negative (e.g., shame about one's group or heritage) ethnic-racial affect develops over time in children. Examining the developmental trajectories and factors that shape these feelings can help elucidate how to ensure …
Parenting While Black: Ethnic‐Racial Socialization Among Netherlands‐Based Caribbean and West‐African Heritage Mothers
Objective This study explores how and why West African and Caribbean heritage mothers in the Netherlands engage in ethnic‐racial socialization. Background West African and Caribbean communities have long histories in the Netherlands. Even though parents from these communities are tasked with helping children navigate mainstream Dutch culture, learn about their cultural heritage, and cope with discrimination, little is known about these parents' e…
Joy as a technology of resistance and freedom: Critical Insights From Racialized Scholars in Academia
This article examines how nine racialized scholars based in the Netherlands and Belgium experience and practice Joy in predominantly white academic spaces. Drawing on a reflexive thematic analysis of podcast conversations, we show how Joy emerges through intentional engagement in alternative modes of teaching and doing research that resists institutional whiteness. The experiences of racialized scholars particularly emphasize the generation of Jo…
Ethnic and Gender Representation in German, Italian and Dutch School Textbooks
Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so‐called hidden curriculum; whether students observe a variety of ethnicity and gender among charact…
Ethnic group (6 works) · Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Political science (5 works) · Racial and Ethnic Identity Research (4 works) · Social and Intergroup Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works) · Gender Studies (3 works)