04 SES 12 A, Peers Attitudes Toward Peers
Social inclusion is one of the major arguments to educate students with disabilities in inclusive settings. Nevertheless, research shows that even in inclusive settings students with disabilities are less socially integrated than their peers without disabilities (e.g., Schwab, 2015a). One reason for the lower social participation of students with SEN might be the attitudes of peers towards students with SEN (de Boer, Pijl, Post, & Minnaert, 2012). In the context of inclusive education, it has been shown that attitudes play an important role (e.g., de Boer, Pijl, & Minnaert, 2011). Recent research used a restrained definition of inclusion and only focused on students with disabilities, while other minority groups (e.g. migration background, gifted students) were not investigated. Beiser, Puente-Duran, and Hou (2015) showed that for students the cultural distance plays an important role for perceiving discrimination. Therefore, the present study investigated students’ attitudes towards peers with a migration background. The study consisted of 431 students from the 8th grade, 60 of them having a migration background. Students’ attitudes towards peers with different migration backgrounds were measured using an adaptation of the German short version of the CATCH scale (Schwab, 2015b). To this extent, the vignettes were modified to present children with three different ethnical backgrounds (France, India, and Iran). Furthermore, the children were presented to either well speak the German language and to be dressed in a European fashion, or to not speak German very well and being dressed more traditionally according to their originating country. The results indicated that, in general, students’ attitudes towards peers with a migration background were neutral to slightly negative. The results of a within-subjects analysis of variance showed that the ethnic background (F2,428 = 58.24, p<.05) as well as the additional information about language proficiency/clothing style showed a significant effect (F2,429 = 193.99, p<.05). The attitudes were more positive towards peers from France compared to the other countries and towards students with a high language proficiency and European clothing style. Female students (F6,421 = 4.01, p<.05) and students with migration background (F6,421 = 6.90, p<.05) showed a more positive attitude.
Beiser, M., Puente-Duran, S., & Hou, F. (2015). Cultural distance and emotional problems amoing immigrant and refugee youth in Canada: Findings from the New Canadian Child and Youth Study (NCCYS). International Journal of Intercultural Relations, 49, 33-45. de Boer, A., Pijl, S. P., & Minnaert A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education. A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. de Boer, A. A., Pijl, S. J., Post, W. J., & Minnaert, A. E. M.G. (2012). Students’ attitudes towards peers with disabilities: a review of literature. International Journal of Disability, Development and Education, 59(4), 379-392. Schwab, S. (2015a). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: outcomes from Austria. Research in Developmental Disabilities. http://dx.doi.org/10.1016/j.ridd.2015.06.005 Schwab, S. (2015b). Einflussfaktoren auf die Einstellung von SchülerInnen gegenüber Peers mit unterschiedlichen Behinderungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47(4), 177-187.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.