Peers, Teachers and Coping Strategies of Dalit Students in Higher Education: A Qualitative Study

Autor/in	Mahapatra, Santosh Kumar
Titel	Peers, Teachers and Coping Strategies of Dalit Students in Higher Education: A Qualitative Study
Quelle	In: International Journal of Inclusive Education, 24 (2020) 11, S.1158-1174 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahapatra, Santosh Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1515269
Schlagwörter	Foreign Countries; Preservice Teachers; Social Class; Coping; Social Bias; Barriers; College Faculty; Teacher Attitudes; Student Needs; Peer Relationship; Student Motivation; Disadvantaged Youth; English (Second Language); Language of Instruction; Peer Influence; Student Attitudes; Student Experience; India + Suchen Sie Ihr Suchwort? Ausland; Social classes; Soziale Klasse; Bewältigung; Fakultät; Lehrerverhalten; Peer-Beziehungen; Schulische Motivation; Benachteiligter Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Schülerverhalten; Studienerfahrung; Indien
Abstract	This article presents a qualitative study concerning the experience of three pre-service Dalit teacher trainees with their upper caste classmates, programme instructors and coping strategies adopted by them to counter social and academic challenges at a well-known public university in India. Data for the study were collected through interviews with the Dalit and upper caste trainees and three programme instructors and observation of classes. Although no evidence was found to indicate any caste-based discrimination by the upper caste classmates and instructors, it was evident that the instructors were not empathetic towards the academic needs of the Dalit trainees. The trainees had individual coping strategies which included obtaining help from their upper caste classmates, maintaining self-motivation and staying away from people around them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01