Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees
In the current study, we examined teachers’ ratings of social exclusion among students. 120 teachers (Mage=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion scenario in which the excluded student’s origin (German vs. Syrian refugee) was varied as well as whether participants received ad...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2022-07-01
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| Series: | Open Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/psych-2022-0007 |
| _version_ | 1811171409340137472 |
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| author | Szekely Lino Bonefeld Meike Beißert Hanna |
| author_facet | Szekely Lino Bonefeld Meike Beißert Hanna |
| author_sort | Szekely Lino |
| collection | DOAJ |
| description | In the current study, we examined teachers’ ratings of social exclusion among students. 120 teachers (Mage=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion scenario in which the excluded student’s origin (German vs. Syrian refugee) was varied as well as whether participants received additional situational information about prior norm-violating behavior of the excluded student or not. Additionally, participants rated how likely they would intervene in the situation. For the evaluation of exclusion and the likelihood of intervention, there was a main effect of additional situational information, revealing that participants evaluated exclusion as less acceptable and were more likely to intervene if there was no additional situational information. Regarding the evaluation of exclusion, there was an interaction of additional situational information and the origin of the excluded student as the effect of additional situational information was bigger if the excluded student was German. For the likelihood of intervention, this interaction was not significant; but descriptively a similar pattern emerged. Results indicate that information about prior norm-violating behavior is more relevant for teachers’ reactions to social exclusion than the origin of the excluded student. However, in situations with an understandable reason for exclusion, teachers do include the origin of the excluded student in their considerations. |
| first_indexed | 2024-04-10T17:14:41Z |
| format | Article |
| id | doaj.art-070fa1e5e1534758a695b0482584c4ae |
| institution | Directory Open Access Journal |
| issn | 2543-8883 |
| language | English |
| last_indexed | 2024-04-10T17:14:41Z |
| publishDate | 2022-07-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Psychology |
| spelling | doaj.art-070fa1e5e1534758a695b0482584c4ae2023-02-05T18:11:57ZengDe GruyterOpen Psychology2543-88832022-07-014113215110.1515/psych-2022-0007Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugeesSzekely Lino0Bonefeld Meike1Beißert Hanna2DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323Frankfurt am Main, GermanyCenter for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323Frankfurt am Main, Germany; University of Konstanz, Department of Empirical Educational Research, Universitätsstraße 10, 78457Konstanz, GermanyDIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323Frankfurt am Main, GermanyIn the current study, we examined teachers’ ratings of social exclusion among students. 120 teachers (Mage=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion scenario in which the excluded student’s origin (German vs. Syrian refugee) was varied as well as whether participants received additional situational information about prior norm-violating behavior of the excluded student or not. Additionally, participants rated how likely they would intervene in the situation. For the evaluation of exclusion and the likelihood of intervention, there was a main effect of additional situational information, revealing that participants evaluated exclusion as less acceptable and were more likely to intervene if there was no additional situational information. Regarding the evaluation of exclusion, there was an interaction of additional situational information and the origin of the excluded student as the effect of additional situational information was bigger if the excluded student was German. For the likelihood of intervention, this interaction was not significant; but descriptively a similar pattern emerged. Results indicate that information about prior norm-violating behavior is more relevant for teachers’ reactions to social exclusion than the origin of the excluded student. However, in situations with an understandable reason for exclusion, teachers do include the origin of the excluded student in their considerations.https://doi.org/10.1515/psych-2022-0007social exclusionteacher ratingssituational influences |
| spellingShingle | Szekely Lino Bonefeld Meike Beißert Hanna Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees Open Psychology social exclusion teacher ratings situational influences |
| title | Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees |
| title_full | Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees |
| title_fullStr | Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees |
| title_full_unstemmed | Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees |
| title_short | Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees |
| title_sort | teachers ratings of social exclusion among students the role of situational information and the ethnic origin of the excluded student based on the example of syrian refugees |
| topic | social exclusion teacher ratings situational influences |
| url | https://doi.org/10.1515/psych-2022-0007 |
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