Human rights attitudes and peer influence: The role of explicit bias, gender, and salience

Dunbar, Edward; Sullaway, Megan; Blanco, Amalio; Horcajo, Javier; Corte, Luis de la

doi:10.1016/j.ijintrel.2006.06.001

Cited by 9 publications

(11 citation statements)

References 22 publications

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“…These data identified teachers' support as one of the ways to increase teenagers' rights at school and at home. Such support was related to every dimension of the rights, particularly to esteem and self-determination, corroborating the importance of personal valorization proposed by many studies (Burden, 1993;1998;Dunbar et al, 2007;UNICEF, 1998;Veiga, 2004;Ward and Birgden, 2007).…”

Section: Introductionsupporting

confidence: 83%

“…The ecological model of human development (Bronfenbrenner, 1986;Dunbar et al, 2007;García et al, 2006;UNICEF, 1998) can be used as a theoretical frame for these new studies. We believe that new rights are emerging, which require specific educational training and new developments (Symonides, 2000;UNESCO, 1998;Ward and Birgden, 2007).…”

Section: Final Remarksmentioning

confidence: 99%

“…The approval of the Universal Declaration of Human Rights consigned the acknowledgement of the dignity all human beings 'without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status'. However, violation of human rights continues to a large extent, particularly in war zones but also with regard to social minorities (Dunbar et al, 2007;Sparks, 1994;UNICEF, 1998;Ward and Birgden, 2007).…”

Section: Introductionmentioning

confidence: 99%

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The Differentiation and Promotion of Students’ Rights in Portugal

Veiga

García

Neto

et al. 2009

School Psychology International

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This investigation includes a differential study (Study 1) and a quasi-experimental research (Study 2). In Study 1, the objective was to establish to what extent students' rights existed and analyse the differentiation between students' rights with Portuguese and immigrant mothers, throughout school years. The sample consisted of 537 students with Portuguese and immigrant mothers, distributed by different school years (7th, 9th and 11th grades). The Children's Rights Scale (Hart et al., 1996;Veiga, 2001) was used. In Study 2, the purpose was to analyse the effects on students' rights of the use by teachers of a communicational intervention program, supervised by school psychologists. The sample involved 7th and 9th grade students, in a total of four classes, two forming the experimental groups (n = 36) and two the control groups (n = 43); as in Study 1, the Children's Rights Scale was used. The results indicated the effectiveness of the communicational intervention program on students' rights and are consistent with previous studies. An implication is that psychologists and teachers, working together and taking a human rights perspective, may develop an important role in projects to promote the students' rights.

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Section: Introductionsupporting

confidence: 83%

Section: Final Remarksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Differentiation and Promotion of Students’ Rights in Portugal

Veiga

García

Neto

et al. 2009

School Psychology International

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“…The Gypsy community is one of the most stigmatised and marginalised ethnic groups in Europe (Chronaki, ). The economic and social problems surrounding this minority are diverse in nature and severe in intensity (Dunbar et al ., ). Gypsy communities in Portugal are likely to show low education levels, high unemployment, poor housing conditions and high social exclusion (ACIDI, ).…”

Section: Introductionmentioning

confidence: 97%

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study

Rosário

Núñez

Vallejo

et al. 2017

British Educational Res J

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Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four-year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non-attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.

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“…Based on HRQ, ATHRI and other relevant instruments discussed above, five factors, which commonly emerged in the above-mentioned studies, namely Social Welfare, Civilian Constraints, Personal Liberties, Equality and Privacy, were constructed and formed the instrument measuring attitudes towards HR in this study. The items of the five factors were composed based on relevant literature, including McFarland and Mathews (2005), Cohrs et al (2007), Moghaddam and Vuksanovic (1990), Trendgo Research Co. Ltd. 2003, Clemence et al (2001), Crowson (2004Crowson ( , 2008, Committee on the Promotion of Civic Education 2002, Dunbar et al (2007), The Hong Kong Federation of Youth Groups and Social Sciences Research Centre of the University of Hong Kong (1993) and Oxfam and Amnesty International Hong Kong (1996). The items were selected according to expert advice, and they were re-written to suit the Hong Kong context.…”

Section: Construction Of Instrumentmentioning

confidence: 99%

Construction and validation of an instrument measuring attitudes towards human rights of Liberal Studies teachers in Hong Kong

Leung

Chow

2015

Citizenship, Social and Economics Education

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In 2009, Liberal Studies, which can be used as a platform for human rights education, was newly introduced as a compulsory subject for the senior secondary students in Hong Kong. As teacher's attitudes impact students' learning largely, a survey was conducted in 2010 to measure Liberal Studies teachers' attitudes towards human rights. This article focuses on the development and validation of the questionnaire instrument measuring Liberal Studies teachers' human rights attitudes, which is one of the pioneers in Asian societies. The dimensions of the instrument were first explored by exploratory factor analysis, and were confirmed to include Social Welfare, Civilian Constraints, Personal Liberties, Equality, Privacy -School Management and Privacy -Others. Then, the six-dimensional instrument was validated by confirmatory factor analysis and Rasch analysis. It is expected that it will serve as a base to build a potential tool for comparative study of human rights attitudes in Asian societies.

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Human rights attitudes and peer influence: The role of explicit bias, gender, and salience

Cited by 9 publications

References 22 publications

The Differentiation and Promotion of Students’ Rights in Portugal

The Differentiation and Promotion of Students’ Rights in Portugal

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study

Construction and validation of an instrument measuring attitudes towards human rights of Liberal Studies teachers in Hong Kong

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