Costello, MatthewRestifo, Salvatore J.Hawdon, James E.2022-01-052022-01-052021-11-01Costello M., Restifo S.J. & Hawdon J., Viewing anti-immigrant hate online: An application of routine activity and Social Structure-Social Learning Theory, Computers in Human Behavior (2021), https://doi.org/10.1016/j.chb.2021.1069270747-5632http://hdl.handle.net/10919/107395The increasingly prominent role of the Internet in the lives of Americans has resulted in more people coming into contact with various types of online content, including online hate material. One of the most common forms of online hate targets immigrants, seeking to position immigrants as threats to personal, national, economic, and cultural security. Given the recent rise in online hate targeting immigrants, this study examines factors that bring individuals into virtual contact with such material. Utilizing recently collected online survey data of American youth and young adults, we draw on insights from Routine Activity Theory and Social Structure-Social Learning Theory to understand exposure to anti-immigrant online hate material. Specifically, we consider how online routines, location in social structure, and social identity are associated with exposure. Results indicate that engaging in behaviors that can increase proximity to motivated offenders increases the likelihood of being exposed to anti-immigrant hate, as does engaging in online behaviors that bolster one’s target suitability. Additionally, individuals who view Americanism as fundamental to their social identity are more apt to encounter anti-immigrant hate material on the Internet, as are those who are more dissatisfied with the current direction of the country.9 page(s)application/pdfenIn CopyrightSocial SciencesPsychology, MultidisciplinaryPsychology, ExperimentalPsychologyOnline hateImmigrationRoutine activities theorySocial structure-social learning theoryIDENTITY THEFT VICTIMIZATIONSELF-ESTEEMEXPOSUREGUARDIANSHIPDETERMINANTSCRIMECONSEQUENCESHARASSMENTATTITUDESRESPONSES0806 Information Systems1701 Psychology1702 Cognitive SciencesEducationArticle - Refereed2022-01-05https://doi.org/10.1016/j.chb.2021.106927124Hawdon, James [0000-0002-0273-2227]1873-7692