Students' Citizenship Competencies: The Role of Ethnic School Composition and Perceived Teacher Support

Autor/inn/en	Sincer, Isil; Volman, Monique; van der Veen, Ineke; Severiens, Sabine
Titel	Students' Citizenship Competencies: The Role of Ethnic School Composition and Perceived Teacher Support
Quelle	In: Theory and Research in Social Education, 50 (2022) 1, S.125-155 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sincer, Isil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2021.2014375
Schlagwörter	Racial Composition; Educational Environment; Ethnic Groups; Teacher Student Relationship; Citizenship; Competence; Knowledge Level; Student Behavior; Secondary School Students; Correlation; Social Responsibility; Democratic Values; Conflict Resolution; Foreign Countries; Student Diversity; Netherlands + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnie; Teacher student relationships; Lehrer-Schüler-Beziehung; Staatsbürgerschaft; Kompetenz; Wissensbasis; Student behaviour; Schülerverhalten; Sekundarschüler; Korrelation; Soziale Verantwortung; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Niederlande
Abstract	The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students' citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was operationalized as competencies and knowledge concerning acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. Multilevel analyses among a sample of 4,902 students from 75 Dutch secondary schools showed that the degree of school ethnic diversity is positively related to competencies in acting democratically, acting in a socially responsible manner, and dealing with differences, but it is negatively related to knowledge regarding acting in socially responsible manner and dealing with conflicts. Teacher support was positively associated with both competencies and knowledge in all social tasks. Except for one outcome, no moderation effect of teacher support was found. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01