Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece

Ζoe karanikola; Stathis Balias

doi:doi:10.11648/j.ijeedu.20150402.13

| Peer-Reviewed

Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece

Ζoe karanikola, Stathis Balias

Published in International Journal of Elementary Education (Volume 4, Issue 2)

Received: 1 April 2015 Accepted: 6 April 2015 Published: 18 April 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.

Published in	International Journal of Elementary Education (Volume 4, Issue 2)
DOI	10.11648/j.ijeedu.20150402.13
Page(s)	35-40
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Diversity, Intercultural Education, Legislation, Nationalism, Intercultural Sensitivity

References

[1]	Adler, N. (2002) International Dimensions of Organizational Behavior. Cincinnati: South-Western College Publishing.
[2]	Alred, G. (2003) ‘Becoming a “Better Stranger”: A Therapeutic Perspective on Intercultural Experience and/ as Education’. In G. Alred, M. Byram and M. Fleming (eds), Intercultural Experience and Education. Great Britain: Cromwell Press LTD.
[3]	Babbie, E. (2011) Introduction to social research. Wadsworth, Cengage Larning.
[4]	Banks, J.A. (2001). Citizenship Education and Diversity: Implications for Teacher Education, Journal of Teacher Education January, 52: 5-16.
[5]	Banks, J. P. (2004) Introduction to Multicultural Education. Athens: Papazisi. [in Greek].
[6]	Battle Vold, Ε., Ramsey, P.G. and Williams, L.R.(2003) Multicultural education: A Source Βook. N.Y.: RoutledgeFalmer.
[7]	Bennett, J.M., Bennett, M.J. and Allen, W. (2003) ‘Developing Intercultural Competence in the Language Classroom’. In D.L. Lange and R.M. Paige (eds), Culture as the core: Perspectives on culture in second language learning. Greenwich, CT: Information Age Publishing.
[8]	Boethel, M. (2003) Diversity. School, Family & Community Connections. Annual Synthesis. Austin, Texas: SEDL.
[9]	Chen, G.M. and Starosta, W.J. (2000) ‘The Development and Validation of the Intercultural Communication Sensitivity Scale’. Human Communication, 3, 1-15.
[10]	Chen, G.M. and Starosta, W.J. (1996) ‘Intercultural Communication Competence: a synthesis’. Communication Yearbook, 19, 353-383.
[11]	Cyprianos, P. (2008) ‘Diversity, Educational Inequalities, and Educators’. In Ε. Makri – Botsari (ed.) Management Issues of Classroom ProblemsII.http://www.pi-schools.gr/programs/sxoltaxi/tomos_B.pdf.
[12]	Davis, N. and Cho, M.O. (2005) ‘Intercultural competence for future leaders of educational technology and its evaluation’. Interactive Education Multimedia, 10, 1-22.
[13]	Diller, J.V.(2011) Cultural diversity. A Primer for the Human Services.Pacific Grove, CA: Brooks Cole/ Cengage.
[14]	Diller, J.V. and Moule, J. (2005) Cultural Competence: A primer for educators. Belmont, CA: Thomson Wadsworth.
[15]	Dimmock, C. and Walker, A. (2005) Educational Leadership. Culture and Diversity. London: Sage Publications.
[16]	Ely, R.J. and Thomas, D.A. (2001) ‘Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes’. Administrative Science Quarterly, 46 (2), 229-273.
[17]	Eurobarometer (2012) Discrimination in the EE.http://ec.europa.eu/public_opinion.
[18]	Eurobarometer (2011) Migrant Integration. http://ec.europa.eu/public_opinion/archives/quali/ql_5969_migrant_en.pdf.
[19]	Eurobarometer 67 (2007) Public Opinion in EE. http://ec.europa.eu/public_opinion/archives/eb/eb67/eb67_en.pdf.
[20]	Eurobarometer (2003) Majority populations’ attitudes towards migrants and minorities.http://fra.europa.eu/sites/default/files/fra_uploads/148-Report-1.pdf.
[21]	Frethein, A.M. (2007) ‘Assessing the intercultural sensitivity of educators in an American International School’. (Doctoral dissertation, University of Minessota). Dissertation Abstracts International, 68 (12) (UMI No 3292934).
[22]	Garcia, E., Arias, M.D., Murri, H., and Serna, C. (2010) ‘Developing Responsive Teachers: a challenge for a demographic reality’. Journal of teacher education, 61 (1/2) 132-142.
[23]	Griggs, L.B. and Louw, L. (1995) Valuing Diversity: New tools for a new reality. N.Y.: McGraw – Hill.
[24]	Hammer, M.R., Bennett, M.J. and Wiseman, R. (2003) ‘Measuring Intercultural Sensitivity: the Intercultural Development Inventory’. International Journal of Intercultural Relations, 27, 421-443.
[25]	Harrison, D.A., Price, K.H. and Bell, M.P. (1998) ‘Beyond Relational Demography. Time and the effects of surface and deep level diversity on work group cohesion’. Academy of Management Journal, 41, 95-107.
[26]	Henkin, R., Steinetz, A. and Carrillo, J. (2008) ‘The Need for Diversity Education as Received by Pre-service Teachers’. Journal of the Scholarship of Teaching and Learning, 8, 101-109.
[27]	Irvine, J.J. (2003) ‘Educating Teachers for Diversity. Seeing with a cultural eye’. In J.A. Banks (ed.) Multicultural Education Series. Columbia University: Teachers College Press.
[28]	Karakatsanis, N.M. and Swarts, J. (2007) ‘Attitudes towards the xeno: Greece in comparative perspective’.Mediterranean Quarterly 18, 113-134.
[29]	Keddie, A. (2012) Educating for Diversity and Social Justice. NY: Routledge.
[30]	Ladson-Billings, G. (2001) Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
[31]	McGlynn, C. (2013) Intercultural Education. Learning from the Integrated Catholic and Protestant Schools in Northern Ireland in S. Goncalves, and M.A. Carpenter (eds) Research in Education. Diversity, Intercultural Encounters and Education. NY: Routledge.
[32]	Neuliep, J. W. & McCroskey, J. C. (1997). Development of a US and Generalized EthnocentrismScale. Communication Research Reports, 14, 385-398.
[33]	Osler, A. and Starkey H. (2000) ‘Citizenship, Human Rights and Cultural Diversity’.In A. Osler (ed.) Citizenship and Democracy in schools. Diversity, Identity, Equality. England: Trentham Print.
[34]	Parvis, L. (2013) Understanding Cultural Diversity in Today’s Complex World.USA: Lulu Press.
[35]	Reay, D. (2003) ‘Shifting class identities? Social class and the transition to higher education’. In C. Vincent (ed.) Social Justice, Education and Identity. London: RoutlegeFalmer.
[36]	Robins, K.N., Lindsey, R.B., Lindsey, D.B., and Terrell, R.D. (2006) Culturally proficient instruction: A guide for people who teach. Thousand Oaks, CA: Corwin Press.
[37]	Rolandi-Ricci, Μ. (1986). Intercultural Education and the Council of Europe. Ιn C. Jones and K. Kimberley (eds), Intercultural Education: Concept, context Curriculum practice, Project No 7. Strasburg, Council for Cultural Co-operation, School Education Division.
[38]	Schnapper, D. and Allemand, S. (2006) Judging Racism. Athens: Patakis. [in Greek].
[39]	Sotirelis, Κ. (1993) Religion and Education according to the Constitution and the European Convention From catechism to polyphony. Athens: Sakkoula. [in Greek].
[40]	UNESCO (2005) Convention on the Protection and Promotion of the Diversity of Cultural Expressions, Paris: UNESCO.http://portal.unesco.org/en/ev.php
[41]	Vassar, M. (2006) An Internal Structure assessment of two measures of worldmindedness and their relationship with cultural pluralism, social distance, and social dominance orientation. Dissertation Abstracts International.
[42]	Vilegas, A.M. and Lucas, T. (2002) Educating culturally responsive teachers: a coherent approach. Albanu, N.Y.: State University of New York Press.
[43]	Westrick, J.M. and Yuen, C.Y.M. (2007) The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development. Intercultural Education, 18 (2), 129-145.
[44]	Wolfgang, F., Mollenberg, Α. Chen, G.M. (2000) Measuring Intercultural Sensitivity in Different Cultural Context.Technische Universitat Braunschweig.

Cite This Article

Plain Text BibTeX RIS

APA Style

Ζoe karanikola, Stathis Balias. (2015). Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. International Journal of Elementary Education, 4(2), 35-40. https://doi.org/10.11648/j.ijeedu.20150402.13

Copy | Download

ACS Style

Ζoe karanikola; Stathis Balias. Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. Int. J. Elem. Educ. 2015, 4(2), 35-40. doi: 10.11648/j.ijeedu.20150402.13

Copy | Download

AMA Style

Ζoe karanikola, Stathis Balias. Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. Int J Elem Educ. 2015;4(2):35-40. doi: 10.11648/j.ijeedu.20150402.13

Copy | Download

@article{10.11648/j.ijeedu.20150402.13,
  author = {Ζoe karanikola and Stathis Balias},
  title = {Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {2},
  pages = {35-40},
  doi = {10.11648/j.ijeedu.20150402.13},
  url = {https://doi.org/10.11648/j.ijeedu.20150402.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150402.13},
  abstract = {This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece
AU  - Ζoe karanikola
AU  - Stathis Balias
Y1  - 2015/04/18
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150402.13
DO  - 10.11648/j.ijeedu.20150402.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 35
EP  - 40
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150402.13
AB  - This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.
VL  - 4
IS  - 2
ER  -

Copy | Download

Author Information

Ζoe karanikola

University of Patras, Department of Education and Early Childhood Education, Rion, Greece
Stathis Balias

University of Patras, Department of Education and Early Childhood Education, Rion, Greece

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Ζoe karanikola, Stathis Balias. (2015). Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. International Journal of Elementary Education, 4(2), 35-40. https://doi.org/10.11648/j.ijeedu.20150402.13

Copy | Download

ACS Style

Ζoe karanikola; Stathis Balias. Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. Int. J. Elem. Educ. 2015, 4(2), 35-40. doi: 10.11648/j.ijeedu.20150402.13

Copy | Download

AMA Style

Ζoe karanikola, Stathis Balias. Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece. Int J Elem Educ. 2015;4(2):35-40. doi: 10.11648/j.ijeedu.20150402.13

Copy | Download

@article{10.11648/j.ijeedu.20150402.13,
  author = {Ζoe karanikola and Stathis Balias},
  title = {Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {2},
  pages = {35-40},
  doi = {10.11648/j.ijeedu.20150402.13},
  url = {https://doi.org/10.11648/j.ijeedu.20150402.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150402.13},
  abstract = {This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece
AU  - Ζoe karanikola
AU  - Stathis Balias
Y1  - 2015/04/18
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150402.13
DO  - 10.11648/j.ijeedu.20150402.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 35
EP  - 40
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150402.13
AB  - This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.
VL  - 4
IS  - 2
ER  -

Copy | Download