Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00586573" target="_blank" >RIV/68081740:_____/24:00586573 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11230/24:10493731

Result on the web

<a href="https://link.springer.com/article/10.1007/s11218-024-09910-6?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20240605&utm_content=10.1007/s11218-024-09910-6" target="_blank" >https://link.springer.com/article/10.1007/s11218-024-09910-6?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20240605&utm_content=10.1007/s11218-024-09910-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11218-024-09910-6" target="_blank" >10.1007/s11218-024-09910-6</a>

Result language

angličtina

Original language name

Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit

Original language description

Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ attitudes toward refugees play a role in their evaluations of the interethnic bullying of an Arab student. Teachers (n = 373, 77% female) who participated in the study filled the Threats–Benefits Inventory (TBI) that measured two types of attitudes toward refugees (perceiving refugees as a threat and perceiving refugees as a benefit) and evaluated a hypothetical vignette of interethnic bullying targeted at an Arab student. SEM analysis, controlling for gender, age, and contact with refugees, indicated that teachers’ attitudes toward refugees were not associated with their perceptions of the interethnic bullying as wrong or with their willingness to intervene. However, viewing refugees as a source of high threat or low benefit was consistently associated with lower recognition of the negative outcomes of the interethnic bullying. Moreover, a greater willingness to intervene positively associated with female gender and increasing age. The study suggests that teachers’ attitudes toward refugees may contribute to underestimating negative outcomes of interethnic bullying among students. To foster appropriate evaluations of interethnic bullying, teacher education should aim to promote understanding of different marginalized groups and to reduce biases against people with refugee backgrounds.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Social Psychology of Education

ISSN

1381-2890

e-ISSN

1573-1928

Volume of the periodical

27

Issue of the periodical within the volume

6

Country of publishing house

NL - THE KINGDOM OF THE NETHERLANDS

Number of pages

24

Pages from-to

3329-3352

UT code for WoS article

001242154000001

EID of the result in the Scopus database

2-s2.0-85195300812