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25-11-2021 | Original Paper

Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers

Auteurs: Ugo Pace, Giulio D’Urso, Carla Zappulla, Rosanna Di Maggio, Melina Aparici Aznar, Olga Soler Vilageliu, Marinella Muscarà

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2022

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Abstract

In the current study we investigated the relationship between ethnic prejudice and resilience and the perception of inclusion of immigrant students among primary and middle school teachers in two different countries (Italy and Spain). Participants were 315 teachers: 75 Catalan women, 25 Catalan men, 202 Italian women, and 13 Italian men. Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire evaluating teachers’ perceptions about immigrant students and their inclusive education process. The results showed two different models: The first one, referring to Italian teachers, suggested that the resilience component “return to homeostasis” helps teachers in the creation of positive perceptions and evaluations toward immigrant pupils and their inclusion process. The second model, referring to Catalan teachers, suggested that ethnic prejudice hinders the creation of positive attitudes and evaluations, but the resilience component “reintegration after loss” helps teachers in the creation of positive attitudes. Psychoeducational and practical implications are discussed.
Literatuur
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Metagegevens
Titel
Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers
Auteurs
Ugo Pace
Giulio D’Urso
Carla Zappulla
Rosanna Di Maggio
Melina Aparici Aznar
Olga Soler Vilageliu
Marinella Muscarà
Publicatiedatum
25-11-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 1/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-021-02098-9