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Social Identity Complexity,Cross‐Ethnic Friendships,and Intergroup Attitudes in Urban Middle Schools
This study investigated contextual antecedents (i.e., cross‐ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out‐of‐school sports, religious affiliations, and peer crowds, the ethnically diverse sample (N = 622; Mage in seventh grade = 12.56) showed moderately high complexity. Social identity complexity mediated the link between cross‐ethnic friendships and ethnic intergroup attitudes, but only when adolescents had a high proportion of cross‐ethnic peers at school. Results are discussed in terms of how school diversity can promote complex social identities and positive intergroup attitudes. 相似文献
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Marja-Kristiina Lerkkanen Noona Kiuru Eija Pakarinen Jaana Viljaranta Anna-Maija Poikkeus Helena Rasku-Puttonen Martti Siekkinen Jari-Erik Nurmi 《Contemporary educational psychology》2012
This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics. 相似文献
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In the framework of a subject-centred socio-cultural approach, this study investigates creative collaboration and the resources for and obstacles to it in a long-term learning community of ten teacher students. The study focuses on five different learning situations over a 2-year period. The data were taken from teacher students’ evaluations and accounts (on given criteria) of their videotaped group-learning sessions, and their reports of the obstacles to creative collaboration. Using the students’ evaluations of the five videotaped group learning situations, the sessions they assessed as the least and most creative were compared, the aim being to discover the most important situation-specific contextual resources for collaborative creativity in the learning settings addressed. The findings showed that creative collaboration was manifested by the presentation of alternative views, and in most situations also by the production of new ideas. However, it was less evident that group discussion would in every session reveal contradictions or lead to the disclosure of opposing views concerning different meanings; nor would it necessarily create an elaborated understanding of the learning topic. The main obstacles to creative collaboration were related to the emotional atmosphere and power relations of the group. A comparison of the contextual conditions of the least and most creative evaluated situation illustrates that the least creative situation was characterised by participants’ disputational talk, aimed at invalidating opposing opinions. Here, the group atmosphere was emotionally charged in a negative sense, and mutual care taking was lacking. The unsafe atmosphere made group members afraid of being emotionally bruised by other members. The most creative situation was characterised by complementarity in participants’ talk and by inclusive utilisation of each other's views. The shared history of the group was an extremely important resource for group dialogue, allowing alternative future scenarios to be constructed reflectively. The emotional scaffolding between students was rich, and the tutor's resources were utilised. Results are discussed in terms of complementarity, emotions and power relations. 相似文献
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