scholarly journals Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes

2019 ◽  
Author(s):  
Ceren Su Abacioglu ◽  
Monique Volman ◽  
Agneta H. Fischer
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Intervention Strategies ◽  
Ethnic Minority Students ◽  
Teacher Interventions ◽  
Educational Trajectories ◽  
Positive Attitudes ◽  
Majority Students

AbstractTeachers play an important role in students’ educational trajectories. As a consequence, their approach to diversity in the classroom might contribute to an unfavorable educational position for ethnic minority students. The current study tested whether teachers in Dutch primary schools differed in their interventions towards ethnic minority students compared to ethnic majority students for the same kind of misbehavior and whether this difference was related to their multicultural attitudes and their abilities to recognize and interpret emotions. Teachers responded to scenarios depicted in vignettes, describing student misbehaviors, by providing the frequency with which they would engage in various intervention strategies. Our results yielded no significant differences in teachers’ intervention strategies to student misbehaviors based on student ethnic background. A notable finding was that teachers’ multicultural attitudes were related to their intervention strategies: an increase in teachers’ positive multicultural attitudes predicted an increase in relatively tolerant (e.g., discussing the misbehavior) as opposed to more dismissive intervention strategies (e.g., sending the student out of class). This finding may suggest that demonstrating positive attitudes towards multiculturalism reflects an awareness of and comfort with cultural diversity, as well as general understanding of individual differences between students and their behaviors.

scholarly journals The role of preservice teachers’ implicit attitudes and causal attributions: a deeper look into students’ ethnicity

2021 ◽  
Author(s):  
Sabine Glock ◽  
Hannah Kleen
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Minority Students ◽  
Causal Attributions ◽  
Implicit Attitudes ◽  
Negative Attitudes ◽  
Ethnic Minority Students ◽  
Majority Students ◽  
Teachers Attitudes

AbstractPrevious research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than toward ethnic majority students. Furthermore, they attribute the lower educational success of ethnic minority students predominantly to internal causes. So far, it is not known how implicit attitudes and causal attributions are related to preservice teachers’ judgments of students’ academic competencies. We conducted a study to close this research gap. In a sample of preservice teachers, our study showed mainly negative implicit attitudes toward ethnic minority students. On general, the preservice teachers made external attributions. Implicit attitudes as well as causal attributions predicted the judgments. Preservice teachers with more negative attitudes and preservice teachers, who attributed the failure of ethnic minority students to these students’ abilities, less favorably judged the competence of ethnic minority students. Our results highlight the role of teachers’ attitudes and causal attributions in determining the disadvantages that ethnic minority students experience in school.

scholarly journals “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education

2021 ◽  
Author(s):  
Ulviye Isik ◽  
Anouk Wouters ◽  
Petra Verdonk ◽  
Gerda Croiset ◽  
Rashmi A. Kusurkar
Keyword(s):  
Medical Students ◽  
Ethnic Minority ◽  
Minority Students ◽  
Role Models ◽  
Minority Groups ◽  
Family Interactions ◽  
Ethnic Minority Students ◽  
Medical Network ◽  
And Gender

Abstract Introduction Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students’ motivation. Methods An explorative, qualitative study was designed. Six focus groups were conducted with 26 ethnic minority students between December 2016 and May 2017. Thematic analysis was performed to identify, analyse and report themes within the data. Results The findings were categorized into three main themes: the role of autonomy in the formation of motivation, including students’ own study choice and the role of their family; interactions/‘othering’ in the learning environment, including feelings of not belonging; and intersection of ethnic minority background and gender with being ‘the other’, based on ethnicity. Discussion Ethnic minority students generally do not have a prior medical network and need role models to whom they can relate. Ensuring or even appointing more ethnic minority role models throughout the medical educational continuum—for example, specialists from ethnic minorities in teaching and/or mentoring roles in the education—and making them more visible to students is recommended. Moreover, a culture needs to be created in the educational environment in which students and staff can discuss their ethnicity-related differences.

scholarly journals HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

2021 ◽  
Vol 5 (3) ◽  
pp. 13-22
Author(s):  
Ha Thi Thanh Tran ◽  
Hung Thai Le
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Teaching Practices ◽  
Funds Of Knowledge ◽  
School Context ◽  
Primary Teachers ◽  
Ethnic Minority Students ◽  
Hmong Students

Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

scholarly journals Role of Academic Advising in Mitigating the Challenges of Ethnic Minority Students at Universiti Teknologi Malaysia

2015 ◽  
Vol 8 (13) ◽  
Author(s):  
Nguyen T. Van ◽  
Hamdan Said ◽  
Mohd R. M. Rameli ◽  
Noriadah A. Karim ◽  
Norashuha Tajuddin ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Academic Advising ◽  
Ethnic Minority Students
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