Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group
Апстракт
Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI... with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity.
Кључне речи:
thematic analysis / teachers / minority groups / intercultural sensitivity / implicit beliefsИзвор:
Zbornik Instituta za pedagoška istraživanja, 2017, 49, 1, 55-76Издавач:
- Institut za pedagoška istraživanja, Beograd
Финансирање / пројекти:
- Идентификација, мерење и развој когнитивних и емоционалних компетенција важних друштву оријентисаном на европске интеграције (RS-MESTD-Basic Research (BR or ON)-179018)
DOI: 10.2298/ZIPI1701055D
ISSN: 0579-6431
WoS: 000416213800003
Scopus: 2-s2.0-85027054527
Институција/група
Psihologija / PsychologyTY - JOUR AU - Dimitrijević, Bojana M. AU - Petrović, Danijela AU - Leutwyler, Bruno PY - 2017 UR - http://reff.f.bg.ac.rs/handle/123456789/2450 AB - Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group EP - 76 IS - 1 SP - 55 VL - 49 DO - 10.2298/ZIPI1701055D ER -
@article{ author = "Dimitrijević, Bojana M. and Petrović, Danijela and Leutwyler, Bruno", year = "2017", abstract = "Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group", pages = "76-55", number = "1", volume = "49", doi = "10.2298/ZIPI1701055D" }
Dimitrijević, B. M., Petrović, D.,& Leutwyler, B.. (2017). Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 49(1), 55-76. https://doi.org/10.2298/ZIPI1701055D
Dimitrijević BM, Petrović D, Leutwyler B. Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group. in Zbornik Instituta za pedagoška istraživanja. 2017;49(1):55-76. doi:10.2298/ZIPI1701055D .
Dimitrijević, Bojana M., Petrović, Danijela, Leutwyler, Bruno, "Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group" in Zbornik Instituta za pedagoška istraživanja, 49, no. 1 (2017):55-76, https://doi.org/10.2298/ZIPI1701055D . .