Teachers’ perspectives on bullying by peer exclusion: Teaching experience as well as ethnic and gender context matter

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F19%3A00523524" target="_blank" >RIV/68081740:_____/19:00523524 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Teachers’ perspectives on bullying by peer exclusion: Teaching experience as well as ethnic and gender context matter

Popis výsledku v původním jazyce

Peer exclusion presents a common form of relational bullying that deserves teacher intervention. The current study investigated how teachers evaluate their role regarding intervention as well as the wrongfulness, sources, and outcomes of exclusion. This study focused specifically on the effects of teaching experience and the effects of ethnic and gender context on the evaluations. Participants were 740 teachers (77% female, Mage: 45 years) from elementary and secondary schools in the Czech Republic. Using an online survey with a between-subjects design, teachers evaluated a hypothetical incident of peer exclusion with varying target’s ethnicity (Czech vs. Arab), target’s gender, and excluders’ gender. A series of ANCOVAs revealed that experienced teachers were more likely to intervene, view exclusion as wrong and stemming from lack of respect to other people, but less likely to view exclusion harmful for academic engagement than were less experienced teachers. Confirming a gender bias towards boys, teachers less often referenced harmfulness of exclusion as a reason for intervention and considered it less likely that exclusion will harm academic engagement for boy than for girl targets. Disconfirming an ethnic bias against minority ethnic students, teachers showed concerns for discriminatory peer treatment of minority ethnic targets in viewing the exclusion of an Arab target as more impolite, more often stemming from intolerance of the peer group, and more often resulting in unfair treatment of others than exclusion of a Czech target. We recommend that teacher training programs address potential teacher biases regarding peer interactions in the classroom.

Název v anglickém jazyce

Teachers’ perspectives on bullying by peer exclusion: Teaching experience as well as ethnic and gender context matter

Popis výsledku anglicky

Peer exclusion presents a common form of relational bullying that deserves teacher intervention. The current study investigated how teachers evaluate their role regarding intervention as well as the wrongfulness, sources, and outcomes of exclusion. This study focused specifically on the effects of teaching experience and the effects of ethnic and gender context on the evaluations. Participants were 740 teachers (77% female, Mage: 45 years) from elementary and secondary schools in the Czech Republic. Using an online survey with a between-subjects design, teachers evaluated a hypothetical incident of peer exclusion with varying target’s ethnicity (Czech vs. Arab), target’s gender, and excluders’ gender. A series of ANCOVAs revealed that experienced teachers were more likely to intervene, view exclusion as wrong and stemming from lack of respect to other people, but less likely to view exclusion harmful for academic engagement than were less experienced teachers. Confirming a gender bias towards boys, teachers less often referenced harmfulness of exclusion as a reason for intervention and considered it less likely that exclusion will harm academic engagement for boy than for girl targets. Disconfirming an ethnic bias against minority ethnic students, teachers showed concerns for discriminatory peer treatment of minority ethnic targets in viewing the exclusion of an Arab target as more impolite, more often stemming from intolerance of the peer group, and more often resulting in unfair treatment of others than exclusion of a Czech target. We recommend that teacher training programs address potential teacher biases regarding peer interactions in the classroom.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA18-09443S" target="_blank" >GA18-09443S: Pohled učitelů na vrstevnickou exkluzi mezi adolescenty</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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