An experimental study of teachers' evaluations regarding peer exclusion in the classroom
Bibliographic Data
| ID | 5262993 |
|---|---|
| Authors | Lenka Kollerová (0000-0002-1050-454X, Institute of Psychology Czech Academy of Sciences Prague Czech Republic, corresponding author), Melanie Killen (0000-0002-6392-9373, Department of Human Development and Quantitative Methodology University of Maryland College Park Maryland USA) |
| Year | 2021 |
| Volume | 91 |
| Issue | 1 |
| Pages | 463-481 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12373 |
| PMID | 32744410 |
| OpenAlex | W3047518286 |
| Language | EN |
| Citations received | 6 |
| References cited | 36 |
BackgroundWhile research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion.AimsThis study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying.SampleTeachers (N = 740; 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic.MethodsUsing a between-subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target's ethnicity (majority Czech vs. minority Arab), target's gender, and excluders' gender.ResultsAnalyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders' gender had significant interactions with the target's gender on reasoning about wrongfulness of exclusion and the target's ethnicity for viewing exclusion as impairing the target's academic engagement.ConclusionsThe findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts
Czech · Developmental psychology · Ethnic group · Inclusion–exclusion principle · Peer victimization · Poison control · Political science · Social exclusion · Sociology · Bullying, Victimization, and Aggression · Education and experiences of immigrants and refugees · Education Discipline and Inequality · Human Factors and Ergonomics · Psychology · Social Psychology
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |