![]() Analyses of teachers' reasoning revealed their strong focus on inclusion as a social norm, especially in cases of interethnic exclusion. Regarding the likelihood of intervention, the origin of the excluded person was only relevant for male participants i.e., they were less likely to intervene when the excluded person was German than when the excluded person was Turkish. Further, participants evaluated the exclusion of a Turkish protagonist as more reprehensible than the exclusion of a German protagonist. The analyses demonstrated that teachers generally reject social exclusion, with female participants rejecting exclusion even more than male participants. In addition, we aimed to determine whether teachers include aspects related to group functioning in their considerations. The aim of this research was to examine whether the origin of an excluded student represents a relevant category for teachers' evaluations of and reactions to social exclusion. This included evaluating how likely teachers were to intervene in the situation and what they would specifically do. Using hypothetical scenarios in which either a German or a Turkish boy was excluded by other children of his class, we assessed teachers' evaluations of this exclusion behavior. More specifically, we focused on pre-service teachers ( N = 145, 99 female, M age= 21.34) in the role of observers of exclusion among students. This study investigated pre-service teachers' evaluations, reactions, and interventions with regard to interethnic exclusion scenarios in Germany. 3Quality of Instruction in Heterogeneous Contexts, Department of Social Sciences, University of Mannheim, Mannheim, Germany.2Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany.1Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.Hanna Beißert 1,2 * and Meike Bonefeld 2,3
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