Minority Students’ Responses to Racism: The Case of Cyprus

Stevens, Peter; Charalambous, Panayiota; Mesaritou, Evgenia; Spyrou, Spyros; Praag, Lore Van; D’hondt, Fanny; Vervaet, Roselien; Houtte, Mieke Van

doi:10.1080/00071005.2015.1120271

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…In addition, Stevens et al . () assert that the current socio‐political circumstances—such as the unresolved political problem (and the division of the island)—negatively influence Cypriot students’ perceptions of cultural diversity, and thus their stances and attitudes towards students representing other ethnicities. What we argue is that Cypriot children's perceptions of diversity ‘echo’ broader socio‐political concerns maintained by Cypriot society.…”

Section: Resultsmentioning

confidence: 99%

Mapping cultural diversity through children's voices: From confusion to clear understandings

Hajisoteriou

Karousiou

Angelides

2017

British Educational Res J

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This research examines children's conceptualisations of cultural diversity. In particular, this project examines the following two research questions: how do children define and understand the concept of cultural diversity; and what do they perceive as the implications of cultural diversity on their daily lives? To this end, interviews were carried out with 40 (immigrant and native) students, aged 11 to 12, at five primary schools in Cyprus, which presented high concentrations of immigrants. On the basis of our analysis of the data, the participant children appeared to perceive cultural diversity in terms of two contrasting perspectives. On the one hand, they viewed cultural diversity in terms of the cultural-deficiency perspective. Such perceptions stemmed from the model of monoculturalism implying the need to assimilate the culturally 'different' in order to counteract the negative consequences of cultural diversity. On the other hand, the same children also perceived cultural diversity in terms of cultural celebration. To this end, some children drew upon the model of multiculturalism to define cultural diversity as a culture-enriching and culture-celebrating process, pointing to folkloristic activities including traditional music, dance and food. Nonetheless, few of the participant children-both Cypriot and immigrant-defined cultural diversity in terms of the model of interculturalism, pointing to the intercultural exchange that stems from 'real' friendship development between natives and immigrants, equality of rights and inclusion. As the participant children appeared to confuse the meanings and languages of cultural diversity, this paper concludes with suggestions on teacher practices to 'crystallise' children's views.

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Section: Resultsmentioning

confidence: 99%

Mapping cultural diversity through children's voices: From confusion to clear understandings

Hajisoteriou

Karousiou

Angelides

2017

British Educational Res J

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“…Most studies that examine why variability exists between responses to ethnic discrimination tend to focus on the responses of victims but not those of other groups, such as bystanders or perpetrators (Stevens et al, 2015). Therefore, little is known about why teachers vary in their responses to incidents and accusations of discrimination.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools

Hagenaars,

Lafrarchi,

Vantieghem

et al. 2023

British Educational Res J

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While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these challenges. Using a qualitative sample of 48 teachers, 23 students and four headteachers, this study explores (1) how secondary school teachers respond to ethnic discrimination and (2) what might explain variability in their responses. We found that teachers vary in their responses to incidents of ethnic discrimination between students (or incidents in which the teacher was a third party) in comparison with accusations of ethnic discrimination (or incidents in which the teacher was a main protagonist). When teachers responded to incidents of ethnic discrimination, they generally treat it as a learning opportunity and expect students to be ‘calm’, ‘open‐minded’, ‘reflective’, ‘respectful’ and ‘communicative’. However, when teachers become the centre of the debate and are accused of discriminatory behaviour, they do not apply these criteria but deny or downplay the allegations. Differences in teachers’ responses were related to background characteristics (years of teaching experience, school context, ethnic background, subject of teaching), role perceptions, basic needs for teaching, perceptions of students and a fear of being perceived as a racist.

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“…For example, East-European students—compared to students’ who are descendants of labor migrants—often have a less extended immigrant network and lack comparisons with similar (relatable) migrant students on a daily basis (Van Praag et al, 2015); while former refugee students have undergone a forced displacement process and have an intermittent school career (Miller et al, 2018). Researchers suggest that new economic migrants and refugees are oriented toward the norms and expectations of the dominant group in society (Roblain et al, 2017), as they aspire upward social and economic mobility and therefore initially assimilate into the dominant culture (Stevens et al, 2016). Consequently, we expect that East European and former refugee students will not differ from majority adolescents in their perceptions of anti-academic norms ( hypothesis 2 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging

2023

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Anti-academic norms have proven to affect the educational strategies of adolescents. The determinants related to the experience of anti-academic norms and especially its link to ethnic inequality within the educational system have not received sufficient attention in European educational research. Hence, this study examines which students perceive anti-academic norms by investigating the role of students’ ethnic group categorization, their experiences with (non-) ethnic discrimination, and the role of ethnic belonging. A quantitative analysis of 2,728 students from 45 secondary schools in Flanders showed that majority students perceive more anti-academic norms than students who are descendants from labor migrants. Both ethnic and non-ethnically discriminated students experience more anti-academic norms compared to non-discriminated students. Overall, students’ ethnic identity belonging is a promotive factor and thus associated with lower anti-academic norms. Furthermore, the results also indicate that students from both high and low status ability groups (tracks) are more at risk of perceiving anti-academic norms.

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Minority Students’ Responses to Racism: The Case of Cyprus

Cited by 6 publications

References 24 publications

Mapping cultural diversity through children's voices: From confusion to clear understandings

Mapping cultural diversity through children's voices: From confusion to clear understandings

Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools

Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging

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