Adolescent racial prejudice development: The role of friendship quality and interracial contact     

Fiona A. White  Bethany Wootton  Joyce Man  Hernan Diaz  Jana Rasiah  Emily Swift  Amanda Wilkinson 《Int J Intercult Relat》2009,33(6):524-534

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.  相似文献   

Preface     

Fiona Leach  Rosemary Preston 《Compare》2000,30(3)

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2014,41(1):2-5

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Transition of students with autistic spectrum disorders from primary to post‐primary school: a framework for success          下载免费PDF全文

Evelyn Deacy  Fiona Jennings  Ailbhe O'Halloran 《Support for Learning》2015,30(4):292-304

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post‐primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and post‐primary schools. Findings included strong oral communication between schools, transition programmes in many post‐primary schools, a variety of generic and ASD specific strategies in both primary and post‐primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community.  相似文献   

Editorial     

Richard Byers  Graham Hallett  Fiona Hallett 《British Journal of Special Education》2011,38(1):2-3

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2013,40(2):56-57

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Acculturation orientations and religious identity as predictors of Anglo-Australians’ attitudes towards Australian Muslims     

Hisham Motkal Abu-Rayya  Fiona Ann White 《Int J Intercult Relat》2010,34(6):592-599

Poll studies have shown an increase in Anglo-Australians’ negative attitudes towards Australian Muslims. Such studies, however, by their nature present Anglo-Australians as a relatively unified group, making a limited scientific contribution to the understanding of intergroup relations. The present study aimed at revealing differences within Anglo-Australians by examining the extent to which their acculturation orientations and religious identity play a role in differentiating the levels of positive and negative attitudes they hold towards Australian Muslims. A total of 170 second year University students (116 females and 54 males) with a mean age of 22.09 (SD = 5.98) participated in the study. Generally, findings revealed that while Integrationist and Individualist were the most endorsed acculturation orientations, Assimilationist and Segregationist emerged the least, and participants recorded more positive attitudes towards Muslims than negative attitudes. Additionally, Integrationist and Individualist orientations were positively related to positive attitudes and negatively related to negative attitudes; the reverse was the case for Assimilationist and Segregationist orientations. Religious identity of Anglo-Australians predicted positive attitudes towards Australian Muslims but did not predict negative attitudes.  相似文献   

Adult learning in the context of African‐American women's voluntary organizations‡     

Jovita M. Ross‐Gordon  William D. Dowling 《International Journal of Lifelong Education》2013,32(4):306-319

The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research.

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Mad Dog Nativism     

Cowie  Fiona 《The British journal for the philosophy of science》1998,49(2):227-252

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Drug information-seeking behaviours of physicians,nurses and pharmacists: A systematic literature review     

Yu Xin Fiona Tan BSc  Suzanne Tze Yin Lim BSc  Jun Liang Lim BSc  Tao Tao Magdeline Ng PhD  Hui Ting Chng PhD 《Health information and libraries journal》2023,40(2):125-168

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