Exploring preservice teachers’ social domination orientation and prejudice toward Syrian refugees: the mediation of empathy

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2024-09-18 DOI:10.1007/s11218-024-09938-8

Aylin Kirisci-Sarikaya, Halim Guner

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Abstract

With the global increase in refugees, understanding and improving the educational experiences of refugees has received more attention in academic research. This study aims to investigate the perspective of preservice teachers (PSTs) towards Syrian refugees, who are one of the largest groups of refugees in Turkey. The study explores the relationship between PSTs’ empathy, their social dominance orientation (SDO), and prejudice against Syrian refugees. The aim is to understand how PSTs’ perspectives on refugees can help prevent discrimination in education and develop targeted interventions and educational strategies. The study analyzed data from 726 PSTs using structural equation modelling. The findings show that there is a positive correlation between SDO and prejudice, and empathy partially mediates this relationship. Moreover, socioeconomic status and ethnicity significantly predict prejudice against refugees. The results are discussed in relation to the understanding of the bases and relations of prejudice, SDO, and empathy. The study suggests some practical implications for those working with PSTs and policymakers.

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探索职前教师的社会支配取向和对叙利亚难民的偏见：移情的中介作用

随着全球难民人数的增加，了解和改善难民的教育经历受到了学术研究的更多关注。本研究旨在调查职前教师（PSTs）对叙利亚难民（土耳其最大的难民群体之一）的看法。本研究探讨了职前教师的同理心、社会主导取向（SDO）和对叙利亚难民的偏见之间的关系。目的是了解小学生对难民的看法如何有助于防止教育歧视，并制定有针对性的干预措施和教育策略。研究使用结构方程模型分析了来自 726 名小学生的数据。研究结果表明，SDO 与偏见之间存在正相关，移情在一定程度上调节了这种关系。此外，社会经济地位和种族在很大程度上预测了对难民的偏见。研究结果与对偏见、SDO 和移情的基础和关系的理解有关。这项研究为那些与PST合作的人员和政策制定者提出了一些实际意义。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.