Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms
Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were cond...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Geiger, Brenda [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2011 |
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| Schlagwörter: |
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| Anmerkung: |
© National Academy of Psychology (NAOP) India 2011 |
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| Übergeordnetes Werk: |
Enthalten in: Psychological studies - Neu Delhi : Springer India, 2009, 57(2011), 1 vom: 29. Dez., Seite 75-85 |
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| Übergeordnetes Werk: |
volume:57 ; year:2011 ; number:1 ; day:29 ; month:12 ; pages:75-85 |
| Links: |
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| DOI / URN: |
10.1007/s12646-011-0141-7 |
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SPR026530775 |
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10.1007/s12646-011-0141-7 doi (DE-627)SPR026530775 (SPR)s12646-011-0141-7-e DE-627 ger DE-627 rakwb eng Geiger, Brenda verfasserin aut Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2011 Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. Culturally diverse classroom (dpeaa)DE-He213 Teachers’ ethnic intolerance (dpeaa)DE-He213 Ethnic identity development (dpeaa)DE-He213 Enthalten in Psychological studies Neu Delhi : Springer India, 2009 57(2011), 1 vom: 29. Dez., Seite 75-85 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:57 year:2011 number:1 day:29 month:12 pages:75-85 https://dx.doi.org/10.1007/s12646-011-0141-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 57 2011 1 29 12 75-85 |
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10.1007/s12646-011-0141-7 doi (DE-627)SPR026530775 (SPR)s12646-011-0141-7-e DE-627 ger DE-627 rakwb eng Geiger, Brenda verfasserin aut Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2011 Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. Culturally diverse classroom (dpeaa)DE-He213 Teachers’ ethnic intolerance (dpeaa)DE-He213 Ethnic identity development (dpeaa)DE-He213 Enthalten in Psychological studies Neu Delhi : Springer India, 2009 57(2011), 1 vom: 29. Dez., Seite 75-85 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:57 year:2011 number:1 day:29 month:12 pages:75-85 https://dx.doi.org/10.1007/s12646-011-0141-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 57 2011 1 29 12 75-85 |
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Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms Culturally diverse classroom (dpeaa)DE-He213 Teachers’ ethnic intolerance (dpeaa)DE-He213 Ethnic identity development (dpeaa)DE-He213 |
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Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms |
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Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. © National Academy of Psychology (NAOP) India 2011 |
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Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. © National Academy of Psychology (NAOP) India 2011 |
| abstract_unstemmed |
Abstract This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in $ 6^{th} $ grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. © National Academy of Psychology (NAOP) India 2011 |
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