Akademik Veri Yönetim Sistemi
8. Uluslararası Okul Öncesi Eğitim Kongresi, Karaman, Türkiye, 26 - 28 Ekim 2023, ss.354-355
As educational settings become more diverse, it becomes imperative to examine the perspectives of both practicing and prospective educators. This study aims to understand the factors influencing the biases and stigmatizing views of prospective teachers, especially towards socioeconomically and culturally disadvantaged groups. Such groups often encounter unique challenges in society and educational settings. It is crucial to address any prejudices educators might hold and understand the mechanisms underlying these prejudices. Using structural equation modeling, we assessed the links between perceived discrimination, self-concept, and incriminatory labeling of refugees. We particularly focus on how social distancing and ethnocultural empathy mediate these connections, as these elements can significantly shape the perceptions and interactions educators have with diverse learner populations and their families. The proposed model sheds light on these intricate relationships.
We employed the Structural Equation Modeling (SEM) method to explore the causal links within our data. Commonly used in social sciences, SEM allows us to examine intricate links among variables, both visible and latent. Starting with 731 teacher candidates from three departments in two universities, our final analysis was based on data from 692 prospective teachers after dropouts and exclusions.
Participants were from the departments of Preschool Teaching, Classroom Teaching, and Guidance & Psychological Counseling. Participants were distributed across all academic years, with a notable representation in the second year. The majority came from a middle socio-economic background, with a smaller proportion from either high or low socio-economic strata. A significant number were raised in heterogeneous communities and maintain friendships with individuals from diverse ethno-cultural backgrounds.
For data collection, we utilized a suite of instruments including the Social Distance Scale, Refugee Labeling Scale, Perceived Discrimination Scale, Ethnocultural Empathy Scale, and the Piers Harris Self- Concept Scale for Children. Upon obtaining ethical clearance and requisite permissions from the ethical review board, data collection commenced. Prior to this phase, participants received dual copies of an informed consent form, elucidating the research objectives, methodologies, and participant expectations. Participants were also informed of their rights, including the freedom to withdraw their participation at any time. Paramount to our protocol was the assurance of data confidentiality, with a deliberate omission of personally identifiable information.
We used AMOS 20 software to perform Structural Equation Modeling, after testing for assumptions and ensuring the data's normality. Then we evaluated model fit through key metrics: chi-square, RMSEA, CFI, TLI, and SRMR. Optimal fit criteria encompass a non-significant chi-square, CFI and TLI > .95, and RMSEA and SRMR < .05. Acceptable fit criteria are defined as CFI and TLI > .90, and RMSEA and SRMR < .08 (Kline, 2015).
The results indicated that perceived discrimination and social distance significantly influenced ethnocultural empathy (p<0.001). In parallel, ethnocultural empathy and social distance exerted a considerable impact on labeling. Yet, no significant impact was observed between perceived discrimination and both social distance and labeling. Likewise, the self-concept did not exert any discernible influence on either social distance or ethnocultural empathy as evaluated by the model fit indices (CMIN: 7.956, DF: 2, CMIN/DF: 3.978, p: 0.019, RMSEA: 0.66, CFI: 0.985, GFI: 0.995, AGFI: 0.966, NFI: 0.980, and IFI: 0.985).
The SEM analysis elucidated determinants of prospective teachers' predispositions towards socioeconomically and culturally marginalized groups. It was discerned that perceived discrimination and social distance profoundly influence ethnocultural empathy, an essential facet for comprehending diverse cultural backgrounds. Concurrently, this empathy, alongside social distance, markedly affects the labeling tendencies of individuals, alluding to potential biases among educators. Notably, while perceived discrimination is instrumental in shaping empathy, it does not have a direct bearing on social distance or labeling tendencies. Moreover, the study showed that an individual's self-concept remained uncorrelated with their interactions amidst diverse groups in this specific research context.
These findings hold paramount significance for the refinement of educator training methodologies. By augmenting ethnocultural empathy and attenuating social distances, biases can be mitigated, thus fostering a more inclusive pedagogical environment. Such strategies can further equip educators to better cater to socioeconomically and culturally marginalized student cohorts, championing principles of equity and inclusiveness in educational institutions.
Keywords: Stigmatization, ethnocultural empathy, social distancing, perceived discrimination, self-concept