Garrote, Ariana
E-Mail-Adresse
Geburtsdatum
Suchergebnisse
Grouping nationalities based on students’ estimation of stereotype contents in Switzerland
Social stereotypes influence people’s perceptions of nationalities. To categorize the stereotypes about existing nationalities in Switzerland, the stereotype content model can be used. People with nationalities that are associated with low warmth and competence are at risk of being perceived as outgroup members and of being discriminated against, whereas people with nationalities that are rated as high in warmth and competence are more likely to be perceived as ingroup members and are therefore better accepted. Warmth is negatively associated with competition while competence is positively associated with status. Students (N = 101) from various universities in the German-speaking part of Switzerland rated 70 nationalities along the dimensions of warmth, competence, competition, and status. The cluster analyses revealed four groups of nationalities along the dimensions warmth and competence. Levels in status and competition differed between those four clusters. In line with prior research, a negative relationship was found between competition and warmth and a positive relationship between status and competence. These findings allow to understand social stereotypes of nationalities based on empirical evidence. More importantly, the clusters can be used in future studies to compare groups of people with different nationalities who have specific stereotyping experiences.
Eltern- und Lehrpersonerwartungen sowie Leistungen und Anstrengungsbereitschaft von Jugendlichen als Determinanten von intergenerationaler Bildungsmobilität
Lehrkraftfeedback, soziale Kompetenzen und soziale Ablehnung. Ein personenzentrierter Ansatz zur Identifizierung gefährdeter Lernender
Effects of school form, teacher network with the labour market and teacher's informative-practical-instrumental support on person-environment fit of students with low academic achievement
Students' friendships. The role of gender and self-perceived social inclusion in inclusive classrooms
Der Zusammenhang zwischen Lehrkraftfeedback, Sozialverhalten und Ablehnung in standardisierten Mathematikstunden. Ergebnisse einer Videostudie
Friendship networks in inclusive elementary classrooms. Changes and stability related to students’ gender and self-perceived social inclusion
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as one of four key dimensions of social inclusion. While three of these dimensions are assessed from others’ perspective, self-perception of social inclusion focuses solely on the individual students’ view. However, hardly any studies investigated how students’ self-perception of social inclusion is related to friendships, and more specifically, whether and how self-perceived social inclusion is related to changes in friendship networks in the classroom. To contribute to this research gap, friendship networks of 280 students aged 9–11 years (49% girls) in 15 classes of Grade 4 were examined at the beginning and at the end of one school year. Network changes were analyzed with longitudinal social network analyses. Students’ gender and self-perception of inclusion were added as predictors of changes in the friendship networks. The results confirmed gender homophily for formation and stability. The analyses also showed that students who perceived themselves as socially included nominated more best friends at the end of the school year but were not necessarily perceived as best friends by their peers. This highlights the importance of considering different perspectives to better understand social inclusion in classrooms.