The significant presence of second-generation ‘immigrants’ is an expression of stable migration dynamics and implicates issues related to integration processes. Schools plays a crucial role both as a ‘place’ of education and of Social Identity (Tajfel, 1981) definition and re-definition and as a ‘laboratory’ for transformational projects (Lewin, 1935). Forasmuch the climate underlying human relationships is also a function of foreign students and immigration teachers representations, it seems interesting to better understanding this specific issue. This research was conducted to explore a group of teachers attitudes towards second generation pupils and the underlying psychosocial features: empathy, ingroup/outgroup representations, value systems, level of authoritarianism. Specifically, it intends to test the hypothesis that simple contact is not sufficient to produce positive attitudes (Allport, 1954) towards second generation pupils . Techniques used are those of classical psychosocial research. In general, data reveal warm welcome attitudes towards second-generation students. In particular, ‘direct’ contact does not appear sufficient to produce positive attitudes towards them, it seems more positive ‘indirect contact’ (Wright et al, 1997, Cameron et al, 2006) connected with some teachers psychosocial features (empathy and ingroup/outgroup relationships representation). Marginal is the relevance both of value system and of authoritarianism level.
|Titolo:||Teachers Attitudes Towards Students of Second Generation: Kinds of Contact and Psychosocial Aspects|
|Data di pubblicazione:||2011|
|Appare nelle tipologie:||1.1 Articolo in rivista|