Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers.
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| Title: | Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers. |
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| Authors: | Pace, Ugo (AUTHOR), D'Urso, Giulio (AUTHOR), Zappulla, Carla (AUTHOR), Di Maggio, Rosanna (AUTHOR), Aznar, Melina Aparici (AUTHOR), Vilageliu, Olga Soler (AUTHOR), Muscarà, Marinella (AUTHOR) |
| Source: | Journal of Child & Family Studies. Jan2022, Vol. 31 Issue 1, p220-227. 8p. 2 Diagrams, 2 Charts. |
| Subjects: | Cultural prejudices, Immigrant students, Italian language teachers, Psychological resilience, Catalans, Social integration, Teacher attitudes, Immigrants, Racism, Homeostasis, Middle schools, Mathematical models, Prejudices, Sensory perception, Psychology of teachers, College teacher attitudes, Questionnaires, Descriptive statistics, Theory, Social attitudes, Elementary schools, Student attitudes, Data analysis software |
| Geographic Terms: | Italy, Spain |
| Abstract: | In the current study we investigated the relationship between ethnic prejudice and resilience and the perception of inclusion of immigrant students among primary and middle school teachers in two different countries (Italy and Spain). Participants were 315 teachers: 75 Catalan women, 25 Catalan men, 202 Italian women, and 13 Italian men. Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire evaluating teachers' perceptions about immigrant students and their inclusive education process. The results showed two different models: The first one, referring to Italian teachers, suggested that the resilience component "return to homeostasis" helps teachers in the creation of positive perceptions and evaluations toward immigrant pupils and their inclusion process. The second model, referring to Catalan teachers, suggested that ethnic prejudice hinders the creation of positive attitudes and evaluations, but the resilience component "reintegration after loss" helps teachers in the creation of positive attitudes. Psychoeducational and practical implications are discussed. Highlights: We explored the relationship between ethnic prejudice, resilience and perceptions of inclusion of immigrant students among Italian and Catalan teachers. Among Italian teachers, the resilience component "return to homeostasis" helped them in the creation of positive perceptions of immigrant pupils. Among Catalan teachers, the resilience component "reintegration after loss" helped them in the creation of positive perceptions of immigrant pupils. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In the current study we investigated the relationship between ethnic prejudice and resilience and the perception of inclusion of immigrant students among primary and middle school teachers in two different countries (Italy and Spain). Participants were 315 teachers: 75 Catalan women, 25 Catalan men, 202 Italian women, and 13 Italian men. Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire evaluating teachers' perceptions about immigrant students and their inclusive education process. The results showed two different models: The first one, referring to Italian teachers, suggested that the resilience component "return to homeostasis" helps teachers in the creation of positive perceptions and evaluations toward immigrant pupils and their inclusion process. The second model, referring to Catalan teachers, suggested that ethnic prejudice hinders the creation of positive attitudes and evaluations, but the resilience component "reintegration after loss" helps teachers in the creation of positive attitudes. Psychoeducational and practical implications are discussed. Highlights: We explored the relationship between ethnic prejudice, resilience and perceptions of inclusion of immigrant students among Italian and Catalan teachers. Among Italian teachers, the resilience component "return to homeostasis" helped them in the creation of positive perceptions of immigrant pupils. Among Catalan teachers, the resilience component "reintegration after loss" helped them in the creation of positive perceptions of immigrant pupils. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10621024 |
| DOI: | 10.1007/s10826-021-02098-9 |
