Parent, Teacher and Student Attitudes toward Boundary-Crossing Teachers

Autor/inn/en	Gindi, Shahar; Gilat, Yitzhak; Sagee, Rachel
Titel	Parent, Teacher and Student Attitudes toward Boundary-Crossing Teachers
Quelle	In: Journal for Multicultural Education, 14 (2020) 3-4, S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
Schlagwörter	Parent Attitudes; Teacher Attitudes; Student Attitudes; Teacher Behavior; Jews; Arabs; Cultural Differences; Conflict; Religious Conflict; Minority Group Teachers; Group Dynamics; Barriers; Interpersonal Relationship; Foreign Countries; Role of Religion; Elementary School Students; Age Differences; Political Affiliation; Israel + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Schülerverhalten; Teacher behaviour; Jew; Jude; Jüdin; Juden; Arab; Araber; Kultureller Unterschied; Konflikt; Religiöser Konflikt; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Age; Difference; Age difference; Altersunterschied; Politisches Interesse
Abstract	Purpose: Minority teachers is a growing phenomenon that is encouraged as part of a quest to diversify teaching staff. Among minority teachers, there exists a group of boundary-crossing teachers whose "otherness" contrasts with the different student population and/or staffroom composition. The study aims to examine parent, teacher and student attitudes toward teachers crossing two types of "borders" that are central to Israeli society: the Jewish-Arab rift and the religious-secular rift. Design/methodology/approach: A representative sample of 182 Jewish Israeli parents, 201 Jewish Israeli students grades 10-12 and 101 Jewish Israeli teachers completed questionnaires regarding their attitudes toward boundary-crossing teachers. Findings: The overall attitudes toward cross-boundary teaching were positive. Attitudes were found to be associated with political affiliation, religiosity and age. The more left-wing participants were, the less religious and older the more they supported boundary-crossing teaching. Students were significantly less supportive of teachers crossing the Jewish-Arab divide compared with adults. The attitudes toward boundary-crossing ultra-orthodox teachers in a secular school showed a distinct pattern, as it received support from all divides of the research participants. Social implications: The findings point to the vicious cycle of segregation in Israeli society whereby the lack of contact between Jews and Arabs leads to intergroup anxiety which in turns leads to less support in further contact through boundary-crossing teaching, especially among high school students. Originality/value: The minority teachers' literature often refers to the need to diversify the teaching staff or examines teachers and their relations with students. This study if the first to examine how other stakeholders' view the idea of minority teachers. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01