Difference in Student Attitudes to School Teacher and Peers – Comparison of Majority Minority and Mixed Ethnicity Networks | Chapter 06 | Perspectives of Arts and Social Studies Vol. 3
How
to integrate children from minority groups with majority population in school
is of great interest and the focus in this chapter. Immigrant students are
known to have better attitudes towards school compared to native students, but
feel a weaker sense of belonging at school. The aim of this Swedish study was
to evaluate further how students adapt to their school class with respect to
ethnicity and gender. Data from the self-reporting of attitudes by 12-year old
students in 77 classes were sampled and used in confirmatory factor analysis.
Three school factors and four relational factors were identified. Social
networks were made up of students who voluntarily and reciprocally chose each
other to be with during breaks. The analysis of the choices was carried out
using a Matlab program identifying reciprocal (bilateral) choices. Three
categories of network were identified using the names of their members. Mixed
ethnicity networks were compared to majority (Scandinavian), and minority
networks (Non-Scandinavian). Members outside networks were labelled
“Outsiders”.
In
Scandinavian networks, girls were more anxious at school and scored
relationships to their classmates and the view of their peers significantly
lower than the male students. Girls in this category also felt that disruption
in the classroom was more common while the boys were, apparently, more tolerant
of it.
One
out of five was classified non-Scandinavian. Non-Scandinavian networks had high
scoring for the categories “Interest in School” and “Working Atmosphere”.
Scandinavian and Mixed networks showed similarities. Within Mixed networks,
gender differences were exclusively dependent on Non-Scandinavian students’
attitudes. Non-Scandinavian girls in the Mixed networks were surprisingly
similar to their female Scandinavian peers. Non-Scandinavian individuals in
Mixed networks still had higher scores for “Interest in School”.
Non-Scandinavian girls scored “Relationships to their classmates” and “View of
their peers” lower than their male peers and confirmed that disruption in the
classroom was more common. Individuals outside networks were overrepresented
among Non-Scandinavians, and at risk of rejection. Outsiders showed weaker
relationships with classmates, had more problems with peers and were more anxious
at school. Furthermore, they considered disruption during lessons to be common.
The significant gender differences are interesting and should be further
investigated.
Promotion
of a mixture of ethnicities appeared best for attitudes to school. For both
immigrants and native students, it is a most valuable task to support the
development of identities through schooling. Their final identity will include
significant identification with peers. To actively prevent children from
experience apparent isolation especially during breaks seems necessary.
Teachers and/or other school staff are strongly recommended to help such
children to interact with class members. Furthermore, it can be problematic if
smaller networks become too closed. These very small groups become vulnerable
if an individual move to another school or are absent due to other reasons.
The
results of this study could be used to find a mixture of ethnicities that give
the optimal score for attitudes towards school, teachers and peers. Educationalists
can be encouraged to mediate important variables which exist in a safe and
orderly school environment. This include a specific focus on teacher
socialisation competence.
Author(s) Details
Mary-Anne Holfve-Sabel
Department of Educational Research
and Development, Faculty of Librarianship, Information, Education and IT,
University of Borås, Borås, Sweden.
Read full article: http://bp.bookpi.org/index.php/bpi/catalog/view/77/1047/740-1
View Volume: https://doi.org/10.9734/bpi/pass/v3
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