Socioeconomic status biases among children and adolescents : The role of school diversity and teacher beliefs in Nepal

Grütter, Jeanine; Dhakal, Sandesh; Killen, Melanie

Socioeconomic status biases among children and adolescents : The role of school diversity and teacher beliefs in Nepal

Dateien

Gruetter_2-tcyvzwe3e6hz1.pdfGröße: 5.06 MBDownloads: 349

Datum

2022

Autor:innen

Grütter, Jeanine

Dhakal, Sandesh

Killen, Melanie

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Child Development. Wiley. 2022, 93(5), pp. 1475-1492. ISSN 0009-3920. eISSN 1467-8624. Available under: doi: 10.1111/cdev.13796

Zusammenfassung

Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, M_age = 13.21, S_Dage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools. With age, high SES participants attending mixed SES schools increasingly expected the inclusion of the low SES character. Moreover, teachers' democratic beliefs in high SES schools predicted inclusive expectations. Teacher beliefs and school diversity play a significant role for fostering students' inclusivity in educational contexts.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Zitieren

ISO 690

GRÜTTER, Jeanine, Sandesh DHAKAL, Melanie KILLEN, 2022. Socioeconomic status biases among children and adolescents : The role of school diversity and teacher beliefs in Nepal. In: Child Development. Wiley. 2022, 93(5), pp. 1475-1492. ISSN 0009-3920. eISSN 1467-8624. Available under: doi: 10.1111/cdev.13796

BibTex

@article{Grutter2022-09Socio-57734,
  year={2022},
  doi={10.1111/cdev.13796},
  title={Socioeconomic status biases among children and adolescents : The role of school diversity and teacher beliefs in Nepal},
  number={5},
  volume={93},
  issn={0009-3920},
  journal={Child Development},
  pages={1475--1492},
  author={Grütter, Jeanine and Dhakal, Sandesh and Killen, Melanie}
}

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    <dcterms:abstract xml:lang="eng">Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, M&lt;sub&gt;age&lt;/sub&gt;  = 13.21, S&lt;sub&gt;Dage&lt;/sub&gt;  = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools. With age, high SES participants attending mixed SES schools increasingly expected the inclusion of the low SES character. Moreover, teachers' democratic beliefs in high SES schools predicted inclusive expectations. Teacher beliefs and school diversity play a significant role for fostering students' inclusivity in educational contexts.</dcterms:abstract>
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