Intercultural Empathy among Norwegian Students: An Inclusive Citizenship Perspective

Autor/inn/en	Solhaug, Trond; Osler, Audrey
Titel	Intercultural Empathy among Norwegian Students: An Inclusive Citizenship Perspective
Quelle	In: International Journal of Inclusive Education, 22 (2018) 1, S.89-110 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1357768
Schlagwörter	Cultural Awareness; Empathy; Predictor Variables; Correlation; Foreign Countries; Student Diversity; Disadvantaged; At Risk Students; Intergroup Relations; Social Integration; Questionnaires; Statistical Analysis; Secondary School Students; Regression (Statistics); Civil Rights; Scores; Gender Differences; Inclusion; Immigrants; Citizenship; Perspective Taking; Individual Differences; Educational Environment; Social Capital; Parent Background; Educational Attainment; Norway + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Empathie; Prädiktor; Korrelation; Ausland; Intergruppenbeziehungen; Soziale Integration; Fragebogen; Statistische Analyse; Sekundarschüler; Regression; Regressionsanalyse; Bürgerrechte; Grundrechte; Zivilrecht; Geschlechterkonflikt; Inklusion; Immigrant; Immigrantin; Immigranten; Staatsbürgerschaft; Zukunftsperspektive; Individueller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialkapital; Elternhaus; Bildungsabschluss; Bildungsgut; Norwegen
Abstract	In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students' intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citizenship perspective. The study draws primarily on quantitative data gathered from paper questionnaires collected from 1006 students in two upper secondary schools and three lower secondary schools. We explored the antecedents of intercultural empathy among the students using regression analyses. First, we found that there are substantial differences between the scores of boys and girls on intercultural empathy. Second, we found that information on culture and diversity was a predictor of certain aspects of intercultural empathy. Third, a variety of school variables were applied to explore possible ways to support student intercultural empathy, which showed moderate associations with intercultural empathy. Fourth, variables measuring students' perceptions of human rights implementation in school were also moderately associated with aspects of intercultural empathy. The results and their implications for teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01