Introduction: The development of intergroup attitudes is a complex process shaped by numerous internal and external factors, with parents being an important external factor in shaping their children's attitudes. Parents can have an impact on children's intergroup attitudes in various ways. They can have a direct role by explicitly teaching children what kind of attitudes they should have, and an indirect role by fostering an environment that encourages the formation of specific attitudes. In this dissertation we focus on interethnic attitudes among ethnic majority and minority families. Studies so far suggest that factors such as parental ethnic socialization, family cohesion, and parental intergroup contact can be important for the formation of intergroup attitudes in children. These processes seem to continue after childhood, possibly even more intensely, throughout adolescence. There is still a need for further research, especially to better understand the impact of group status and contextual factors, like the history of intergroup conflict, on the transmission of intergroup attitudes within families. Therefore, in this study we examined the similarity of intergroup attitudes between parents and their children among majority and minority families within post-conflict and non-conflict communities. In addition, we tested the role of ethnic socialization and family cohesion in the similarity of parent-child intergroup attitudes. Finally, in this study we explored the mutual effects of intergroup contact of parents and children, direct and extended, on their intergroup attitudes. Methodology: This dissertation is a part of the research project "Integration processes of majority and minority in ethnically mixed communities: The role of interethnic contact, perceived threat, and social norms" (IntegraNorm). The project included both minority and majority members from four multiethnic communities in Croatia. The research was carried out in collaboration with primary and secondary schools where education is conducted in Croatian, as well as in one of the four national minority languages (Serbian, Hungarian, Czech, and Italian). Accordingly, four majority-minority contexts were examined: Croatian-Serbian, CroatianHungarian, Croatian-Czech, and Croatian-Italian. The important distinction between these communities is the recency of open conflict between two ethnic groups. In three of the intergroup contexts (Croatian-Hungarian, Croatian-Czech, and Croatian-Italian), intergroup relations have remained mostly peaceful for decades, and we categorized them as non-conflict communities. In contrast, the Croatian-Serbian context is considered a post-conflict community, as it was affected by the 1991-1995 war. The IntegraNorm project utilized mixedmethods research design, including qualitative and quantitative approach. This dissertation draws on data from quantitative study, which involved adolescents and their parents. The quantitative study followed a cross-sectional and longitudinal design, with two waves of data collection. Adolescents participated in both waves, while their parents participated only in the first. Data from the first wave (involving both adolescents and their parents) was used to examine parent-child attitudinal similarity and to explore the role of ethnic socialization and family cohesion in shaping this similarity. To investigate the role of direct and extended intergroup contact, we used parental data from the first time point and longitudinal data from adolescents. The adolescent participants were drawn from the 6th and 7th grades of primary schools, as well as the 2nd and 3rd grades of secondary schools. In some schools, additional grades were included to ensure adequate sample sizes. The first wave of data collection took place between February and April 2017, followed by the second wave a year later. Adolescents completed their questionnaires during school hours, while parents filled out theirs at home. The initial sample consisted of 1,568 adolescents (55 % daughters, 45 % sons) and 2,000 parents (1,067 mothers, 933 fathers). To test our hypotheses, we needed to select a suitable subset from the broader project sample. The selection criteria were: (1) participation of all family members, (2) all family members sharing the same nationality, and (3) the family's nationality aligning with the context being studied. Based on these criteria, the final sample consisted of 542 ethnically homogeneous adolescent-mother-father families (67.16 % majority, 32.84 % minority families; 49.63 % from post-conflict, 50.37 % from non-conflict communities). Among others, adolescents and their parents completed three measures of intergroup attitudes: ingroup bias, social distance, and tendency to discriminate against the outgroup. While the measures were largely similar for both groups, some items were adjusted for adolescents and parents to better suit their experiences. Additionally, adolescents completed an extra measure related to intergroup attitudes – the propensity for prosocial behavior. For this study, we also used two family-related measures: ethnic socialization, assessed through parents, and family cohesion, measured across all family members. Finally, intergroup contact, direct and extended, was measured for all participants. The measures about intergroup relations were designed so that minority group members always expressed their relation towards the majority, while majority group members indicated their relation towards the minority group that was predominant in their community. To test our main hypotheses, we used structural equation modeling, including longitudinal analysis and analyses designed in the framework of dyadic research. Results: Results indicated a positive correlation between the intergroup attitudes of adolescents and their parents, suggesting that children whose parents held more positive intergroup attitudes also tended to have more positive attitudes themselves. This similarity seems to be higher in majority families compared to minority families, as well as in post-conflict communities compared to non-conflict ones. However, neither family cohesion nor ethnic socialization significantly moderated the relationship between parents' and children's intergroup attitudes. The absence of significant findings regarding the moderating effects of family cohesion may be due to the limited variability in these measures within the sample. Most participants reported high levels of family cohesion, potentially reducing the ability to detect its moderating role. Similarly, the measures of ethnic socialization may not have captured the full spectrum of socialization practices relevant to intergroup attitudes in studied contexts. Direct intergroup contact, measured as the number of friends from the outgroup, predicted more favorable intergroup attitudes in both adolescents and parents. The effects of direct contact did not significantly differ based on group status (majority vs. minority) but did exhibit some differences depending on the intergroup context, although not as expected. However, actual extended contact, e.g. the effects of parents' intergroup friendships on their children's attitudes and vice versa, were not consistent across different analyses. When analyzing the data from the two time points, we found a significant correlation between changes in perceived extended contact and intergroup attitudes among adolescents. Those who experienced a more substantial decrease in their perception of extended contact had less positive intergroup attitudes over time. However, it is important to note that these conclusions may be flawed due to the relatively small sample size, especially in the subgroups, the possibility of small underlying effects, and the complexity of the studied models. Conclusion: In conclusion, this dissertation contributes to the expanding collection of research emphasizing the significant role parents play in shaping their children's intergroup attitudes. Our findings provide support for the importance of group status and social context in parentchild attitudinal similarity. While parents do have a role in their children's intergroup attitudes, the underlying mechanisms seem complex and require further exploration, particularly in relation to the differences across various status groups and social contexts.