Blatant and Subtle Prejudice, and the Role of Teachers in Conveying Tolerance and Respect for the Other

Autor/inn/en	Bergamaschi, Alessandro; Blaya, Catherine; Arcidiacono, Francesco; Steff, Jimmy
Titel	Blatant and Subtle Prejudice, and the Role of Teachers in Conveying Tolerance and Respect for the Other
Quelle	In: Intercultural Education, 33 (2022) 1, S.17-34 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2021.2017643
Schlagwörter	Teacher Role; Prosocial Behavior; Prevention; Student Attitudes; Middle School Students; High School Students; Racial Bias; Racial Discrimination; Cultural Pluralism; Teacher Student Relationship; Trust (Psychology); Intervention; Instructional Effectiveness; Foreign Countries; France + Suchen Sie Ihr Suchwort? Lehrerrolle; Prävention; Vorbeugung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Racial discrimination; Rassismus; Racial bias; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Ausland; Frankreich
Abstract	In this paper, we discuss the role that teachers play in preventing the expression of blatant and subtle prejudice among students. Using a self-reported survey conducted in the south of France, we investigated the attitudes of 1,858 middle and high school students. Multivariate analyses show that when students see their teachers addressing issues about racism, discrimination and cultural diversity in the classroom, their attitudes of intolerance decrease. Nevertheless, mediation and moderation models highlight the existence of external factors, such as the parents' educational attainment, that affect the students' capacity to internalise their teachers' discourse. Contrary to our expectations, the students' level of trust in the education system has no significant influence on their perception of the effectiveness of teacher interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01