The participation of diverse demographics in higher education has risen over the last half-century; meanwhile, different political and social tiers have been assigning a more active role to institutions in terms of equality and social justice. This change in circumstances has led to the roll out of processes to institutionalise diversity outreach. This study was conducted for the clear purpose of assessing the current institutionalisation status of diversity outreach in 127 key universities from the Academic Ranking of World Universities based on the opinions of diversity outreach managers and the information published on institutional websites, in turn measuring compliance with various indicators. A qualitative analysis of the institutional statements, the goals sought through strategic plans and the definitions of diversity itself was also conducted. The evidence reveals the early stage of the institutionalisation process in universities on account of the low percentage obtained for the proposed indicators. Furthermore, the study failed to exhibit significant differences in this process in terms of the institutional ownership or position held in the ranking; however, more prominent progress was noted in the North-American region when geographical differences were taken into account, likely as a result of the historical background in the advocacy for equal opportunities. Lastly, a change of approach to the conceptualisation of diversity is suggested in favour of equality and social justice.
Predictores de las actitudes hacia la inclusión de alumnado con necesidades educativas especiales en futuros profesionales de la educaciónPredictors of attitudes toward inclusion of students with special educational needs in future education professionals ResumenUno de los principales pilares en la construcción de escuelas inclusivas es la formación inicial del profesorado. Antes de determinar si es necesario realizar cambios y de qué tipo en los programas formativos o planes de estudios en relación con la atención a la diversidad y con la educación inclusiva, deben analizarse, a modo de diagnóstico de necesidades, las actitudes que presentan los futuros profesionales de la educación al respecto, incluyendo la identificación de predictores relevantes. La investigación sobre la que se informa en este trabajo persiguió esta finalidad, y lo hizo con una metodología cuantitativa basada en encuesta, a través del uso de instrumentos estructurados de recogida transversal de información y de análisis estadísticos relacionados con la calidad del cuestionario empleado para medir las actitudes (análisis factorial y alpha de Cronbach), análisis descriptivos y correlacionales, pruebas de hipótesis sobre diferencia de medias actitudinales, y análisis de regresión lineal para identificar los predictores de las actitudes hacia la inclusión. Los resultados muestran, en primer lugar, que los participantes se caracterizan por poseer actitudes positivas hacia la inclusión de personas con necesidades educativas especiales, especialmente los estudiantes mayores y de cursos más avanzados y, en menor medida, las mujeres y quienes han tenido contacto previo con estas personas. En segundo lugar, se evidencia que los valores de autotrascendencia y, más débilmente, el contacto funcionan como predictores robustos de las actitudes de los futuros profesionales de la educación hacia la inclusión de este tipo de alumnado. En la discusión se establecen algunas aplicaciones para la profesionalización de los futuros educadores. Palabras clave: educación inclusiva, actitudes, necesidades educativas especiales, formación inicial del profesorado, predicción. AbstractOne of the main pillars in the development of inclusive schools is the initial teacher training. Before determining if it is necessary to make changes (and of what type) in training programs or curriculum guides related to the attention to diversity and inclusive education, the attitudes of future education professionals in this area should be analyzed. This includes the identification José L. Álvarez y Mariana Buenestado Predictores de las actitudes hacia la inclusión… 628 Revista Complutense de EducaciónVol. 26 Núm. 3 (2015) 627-645 of the relevant predictors of inclusive attitudes. The research reported in this article pursued this objective, doing so with a quantitative survey methodology based on the use of cross-sectional structured data collection and statistical analyses related to the quality of the attitude questionnaire (factor analysis and Cronbach's alpha), descriptive stati...
Cómo referenciar este artículo/How to reference this article:Santos Rego, M. A.; Jover Olmeda, G.; Naval, C.; Álvarez Castillo, J. L.; Vázquez Verdera, V. y Sotelino Losada, A. (2017). Diseño y validación de un cuestionario sobre práctica docente y actitud del profesorado universitario hacia la innovación (CUPAIN). Educación XX1, 20(2) escalas de evaluación, contrastadas a través de pruebas estadísticas, para el contexto de la enseñanza universitaria en España. Metodología: A fin de elaborar el modelo de medida se aplicaron tres escalas a 1903 profesoras y profesores de 6 universidades españolas: una escala de práctica docente (18 ítems), otra sobre compromiso social de la Universidad (9 ítems), y una tercera, sobre prácticas docentes innovadoras (11 ítems). Los datos obtenidos se sometieron a análisis factorial exploratorio y confirmatorio, además de realizar análisis de ítems y de consistencia interna de la escala. Resultados: La solución resultante ofreció en el caso de la práctica docente una escala final de 12 ítems, distribuidos en tres factores, con índices de ajuste satisfactorios: χ 2 / gl = 8.6; GFI =.96; CFI = .93; RMSEA = .064; SRMR = .039. La segunda de las escalas, unifactorial, con los 9 ítems iniciales, cuenta con una elevada consistencia interna. Y la tercera de las escalas distribuye sus 11 ítems en dos factores que muestran índices de ajuste satisfactorios: χ 2 / gl = 16.34; GFI =.93; CFI = .90; RMSEA = .090; SRMR = .049. Conclusión: Los resultados de los análisis factoriales realizados ofrecen una solución satisfactoria, tanto en la estructura factorial de las escalas como en los niveles de consistencia interna evaluados. Así, el modelo de medida propuesto integra las diversas aportaciones teóricas previas, y ofrece una escala complementaria que puede contribuir al avance de la investigación en ApS y, por extensión, en las Ciencias de la Educación. PALABRAS CLAVEPráctica docente; innovación; universidad; compromiso social; aprendizajeservicio. ABSTRACTIntroduction: The institutionalization of Service-Learning (SL) in Higher Education recommends first an analysis of professors' teaching culture and their attitude towards innovation. This study is aimed at providing an integrative theoretical model by developing three assessment scales, proven through statistical tests, in the context of higher education in Spain. Methodology: In order to elaborate the measurement model, three scales were applied to 1903 male and female teacher from 6 Spanish universities: a scale on teaching practice (18 items), another on social commitment at the University (9 items), and a third one on innovative teaching practices (11 items). The data obtained were subjected to an exploratory and confirmatory factorial analysis, in addition to the analysis of items and internal consistency of the scale. Results: The resulting solution in the case of the teaching practice provided a final scale of 12 items, organized into three factors, with satisfactory fit indices: χ 2 / gl = 8.6; GFI =.96; CFI =.93; RMSEA =.064; SRMR =.03...
In the field of the social psychology of prejudice, John Duckitt's Dual-Process Cognitive-Motivational Model of Ideology and Prejudice has gained a firm grounding over the past decade and a half, while empathy has become one of the most powerful predictors of prejudice, alongside right-wing authoritarianism and social dominance orientation. This study integrates empathy into the dual-process model, exploring the effects of this variable, along with the impact of personality and ideological attitudes, on prejudice in both its blatant and subtle forms. A cross-sectional research design was used to collect data from 260 university students by self-report measures. Despite its cross-sectional nature, a pattern of causal relationships was hypothesized according to experimental and longitudinal findings from previous studies. The path analysis results show that in the model fitted to the data, empathy does not have any direct impact on prejudice, although it plays a significant role in the prediction of prejudice towards a particular immigrant group. On the other hand, the dual-process model is confirmed in the explanation of blatant prejudice and, in a weaker and indirect way, of subtle prejudice; sustaining the distinctive nature of these constructs on some differential predictors and paths. In the discussion, this study proposes that when ideological and personality-based variables are both included in the model, general empathy is not so robust in the explanation of prejudice, since some of the empathetic components might become diluted among other covariates. But even so, its indirect effectiveness through personality and ideological attitudes remains relevant.
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