Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity

Abstract

Schools are increasingly seen as a potential vehicle for promoting positive attitudes toward diversity and equality in different countries. However, the debate regarding the actual capacity of schools to fulfill this task, set against the role of families and individual preferences, is still open. To analyze how the characteristics of schools may shape student attitudes toward diversity in terms of gender, immigration and ethnic groups, a multilevel model that takes into consideration the characteristics of the school, such as the composition of diversity, school climate and teacher practices, and individual characteristics, such as socioeconomic background and civic interest, was used. Schools seem to have a limited leverage in promoting attitudes toward diversity, due to the fact that variance in attitudes occurs mainly within schools. The main findings are discussed in terms of research, policy and practice.

Newly arrived vocational students’ situation in life and at school

“…The majority of newly arrived students who come from the Forest River live in a world created through their interaction with people and the environment, and may have a sense of belonging to each other (cf. Miranda et al, 2018;Treviño et al, 2018). The group affiliation creates security for students and entails a status and creates some form of solidarity among the group members.…”

“…Likewise, the teachers' background is important for the way in which they describe their immigrant students (Cutler et al, 2008;Drossel et al, 2017). When people feel a sense of belonging and when they perceive that the distance between different groups is short, the chances for connecting with others are good (Miranda et al, 2018;Treviño et al, 2018). Social cohesion is about people feeling that they are part of a society and that they trust each other.…”

A School Effectiveness Approach to Good Citizenship

“…To what extent different institutions foster citizenship development is an open question. Family background characteristics influence different positive aspects of citizenship (Treviño et al 2018(Treviño et al , 2019. School factors, such as student participation in schools and open classroom discussion, have been linked to students' expected participation in the political system (Isac et al 2014;Treviño et al 2019) and to the endorsement of egalitarian attitudes towards minority groups (Carrasco and Torres Irribarra 2018;Treviño et al 2018).…”

Estrategias para una implementación efectiva del trabajo colaborativo en programa de integración escolar con Docentes de Educación Media

“…Al amparo de estas normativas, específicamente del Decreto N°170, es que se releva el concepto de integración escolar o educativa, el cual, de acuerdo con dicho documento, tiene por objetivo que las personas en situación de discapacidad o personas que presenten NEE puedan acceder a escuelas regulares, siendo amparadas por los principios de universalidad, equidad y calidad, establecidos en la Ley 20.370/General de Educación de 2009 (Véliz et al, 2020). Para Treviño et al (2018), el estudio del agrupamiento y distribución de los estudiantes al interior de las escuelas, como medida de manejo de la heterogeneidad, ha sido escasamente desarrollado en Latinoamérica, sin ser Chile la excepción. No obstante, la integración educativa requiere de mecanismos adicionales que posibiliten la participación efectiva de los estudiantes.…”