An experimental study of teachers’ evaluations regarding peer exclusion in the classroom

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F21%3A00531401" target="_blank" >RIV/68081740:_____/21:00531401 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/share/author/YDSUFVNRD5BYJKSYFICN?target=10.1111/bjep.12373" target="_blank" >https://onlinelibrary.wiley.com/share/author/YDSUFVNRD5BYJKSYFICN?target=10.1111/bjep.12373</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/bjep.12373" target="_blank" >10.1111/bjep.12373</a>

Jazyk výsledku

angličtina

Název v původním jazyce

An experimental study of teachers’ evaluations regarding peer exclusion in the classroom

Popis výsledku v původním jazyce

While research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers’ evaluations of peer exclusion. This study investigated whether ethnic and gender biases enter teachers’ evaluations of classroom peer exclusion that met criteria for bullying. Teachers (N = 740, 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic. Using a between‐subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target’s ethnicity (majority Czech vs. minority Arab), target’s gender, and excluders’ gender. Analyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders’ gender had significant interactions with the target’s gender on reasoning about wrongfulness of exclusion and the target’s ethnicity for viewing exclusion as impairing the target’s academic engagement. The findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts.

Název v anglickém jazyce

An experimental study of teachers’ evaluations regarding peer exclusion in the classroom

Popis výsledku anglicky

While research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers’ evaluations of peer exclusion. This study investigated whether ethnic and gender biases enter teachers’ evaluations of classroom peer exclusion that met criteria for bullying. Teachers (N = 740, 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic. Using a between‐subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target’s ethnicity (majority Czech vs. minority Arab), target’s gender, and excluders’ gender. Analyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders’ gender had significant interactions with the target’s gender on reasoning about wrongfulness of exclusion and the target’s ethnicity for viewing exclusion as impairing the target’s academic engagement. The findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

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

2021

Kód důvěrnosti údajů

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

Název periodika

British Journal of Educational Psychology

ISSN

0007-0998

e-ISSN

—

Svazek periodika

91

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

463-481

Kód UT WoS článku

000554669800001

EID výsledku v databázi Scopus

2-s2.0-85088838329