Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers

Pace, Ugo; D’Urso, Giulio; Zappulla, Carla; Maggio, Rosanna Di; Aznar, Melina Aparici; Vilageliú, Olga Soler; Muscarà, Marinella

doi:10.1007/s10826-021-02098-9

Cited by 9 publications

(1 citation statement)

References 22 publications

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“…A plethora of studies highlight how the didactic actions of teachers are hampered when they also hold ethnic and homophobic prejudice (D'Urso & Petruccelli, 2022;Kennedy, 2010;Vervaet, et al, 2016), which also undermine an inclusive and diversity friendly school (Pace et al, 2021;D'Angelo & Dixey, 2001). How is it possible that some teachers can hold ethnic and homophobic prejudice when the basic values of democratic societies that are based on human dignity and human rights speak clearly against them?…”

Section: Introductionmentioning

confidence: 99%

The Role of Morality and Religiosity in Ethnic and Homophobic Prejudice Among Teachers

D’Urso

Chavez

Strohmeier

et al. 2023

Sexuality & Culture

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The role of moral disengagement strategies and religiosity related to ethnic and homophobic prejudice were investigated in a sample of 550 Italian secondary school teachers (76.4% female, age range: 20–70; M = 46.18) who completed the teachers’ attitudes towards the representation of homosexuality in film and television scale; the Italian version of the moral disengagement scale; the subtle and blatant prejudice scales; and three items to evaluate their religiosity. Evidence suggests that moral disengagement processes matter for subtle ethnic prejudice, but not for blatant ethnic prejudice or homophobic prejudice. Results based on a structural equation model show that teachers who are more prone to use moral disengagement mechanisms have higher levels of subtle ethnic prejudice, while teachers who are older and more religious have higher levels of homophobic prejudice. The results of a multiple group structural equation model showed that high versus low levels of religiosity among teachers did not moderate the strength of these associations. Theoretical and educational implications are discussed.

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Section: Introductionmentioning

confidence: 99%

The Role of Morality and Religiosity in Ethnic and Homophobic Prejudice Among Teachers

D’Urso

Chavez

Strohmeier

et al. 2023

Sexuality & Culture

Self Cite

View full text Add to dashboard Cite

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The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers’ Prejudice: A Person-Centered Approach

Bobba,

Yuksel,

D’Urso

2024

Sexuality & Culture

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Teachers play a crucial role in fostering inclusive school environments for students from diverse backgrounds. However, harboring prejudiced attitudes towards minority students can have adverse social and psychological effects on these individuals. This study investigates the ethnic and homophobic prejudice profiles of Italian secondary school teachers (N = 552, Mage = 46.15, 76.4% females) using a person-centered approach. It explores how these prejudice profiles predict moral disengagement mechanisms, self-efficacy, and social anxiety among teachers. Participants completed assessments on subtle and blatant ethnic prejudice, attitudes toward the representation of homosexuality, moral disengagement, self-efficacy in teaching, and social anxiety. Latent profile analysis identified three prejudice profiles among teachers: low, moderate, and high prejudice. The results, based on a structural equation model, revealed that teachers with high prejudice profiles were more likely to employ moral disengagement mechanisms and reported higher levels of social anxiety. The study underscores the significance of interventions and monitoring efforts tailored to educators, encompassing their social, moral, and individual dimensions.

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Developing Inclusivity from Within: Advancing Our Understanding of How Teachers’ Personality Characters Impact Ethnic Prejudice and Homophobic Attitudes

et al. 2023

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Introduction Understanding how internal characteristics of teachers impact their teaching practices can shed light onto ways to promote inclusivity. Specifically, teachers’ personality traits and social anxiety could influence their acceptance of others, influencing student acceptance and achievement, yet minimal research has explored these relationships. Method The role of personality characteristics and social anxiety related to ethnic prejudices and homophobic attitudes were investigated in a sample of 551 Italian secondary school teachers (76% female, age range: 20–70; M = 46.20) using the teachers’ attitudes towards the representation of homosexuality in film and television scale, the big five questionnaire short form, the subtle and blatant prejudice scales, and the Social Phobia Inventory. Results The first model suggested that higher levels of conscientiousness combine with lower levels of agreeableness and extraversion are related to blatant prejudice. As participant age increased, those with lower levels of agreeableness and higher levels of conscientiousness expressed subtle prejudice. Increased age combine with lower levels of agreeableness was also linked to negative attitudes towards lesbian and gay topics. Similar results were found in the second model, which included social anxiety; however, social anxiety was found to impact negative attitudes towards lesbian and gay topics only, while the effect of age towards subtle prejudice disappeared. Conclusions Personological characteristics such as personality and social anxiety were found to impact ones attitudes and acceptance towards ethnic groups and lesbian and gay populations. Policy Implications Our findings highlight key areas of focus to help raise awareness and address socio-emotional through school supports, teacher trainings, and policy aimed at promoting inclusive education systems.

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Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers

Cited by 9 publications

References 22 publications

The Role of Morality and Religiosity in Ethnic and Homophobic Prejudice Among Teachers

The Role of Morality and Religiosity in Ethnic and Homophobic Prejudice Among Teachers

The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers’ Prejudice: A Person-Centered Approach

Developing Inclusivity from Within: Advancing Our Understanding of How Teachers’ Personality Characters Impact Ethnic Prejudice and Homophobic Attitudes

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