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Social constructions of childhood deviance by United States educators and Jordanian educators.

机译：美国教育者和约旦教育者对童年时代背离的社会建构。

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摘要

Childhood deviance is constructed differently in different social contexts. Education is one area where it is possible to see the effects of different societies' divergent understandings of deviant behavior. This study explored the attributions and social construction of childhood deviance in the United States and Jordan, with a focus on ADHD as a specific form of deviance. It used an open-ended questionnaire to study the attitudes and practices of 46 educators of children between the ages of 8 and 11 (27 from Jordan and 19 from the US). Based on this small sample of educators, it found that in Jordan, educators construct deviant behavior as a set of specific, objectively deviant actions. Jordanian educators attributed deviance, and ADHD specifically, to the home environment. They were pessimistic about children's ability to change their deviant behavior, and they were more likely than U.S. educators to choose group work as a strategy for managing deviant behavior. They were more likely to choose group work to address ADHD than they were to address deviant behavior in general. The U.S. educators constructed social deviance as a failure to conform to the norms of one's environment. They disagreed with each other in their attributions for ADHD: About half attributed it to biomedical causes, and half to environmental causes. Despite these different attributions, all of them constructed ADHD as a form of deviance that could be altered through environmental changes. Based on these findings, recommendations for policy changes and further research were discussed.
机译：在不同的社会背景下，童年差异的构成方式有所不同。在教育领域，可以看到不同社会对越轨行为的不同理解所产生的影响。这项研究探讨了美国和约旦的儿童越轨行为的归因和社会建构，重点关注多动症是一种特定形式的越轨行为。它使用了一个开放式调查表来研究46位8至11岁儿童的教育工作者的态度和做法（约旦27位，美国19位）。根据这部分教育者样本，研究人员发现在约旦，教育者将越轨行为构造为一组特定的，客观的越轨行为。约旦的教育家将偏差和ADHD归因于家庭环境。他们对孩子改变他们的偏差行为的能力感到悲观，而且他们比美国的教育者更有可能选择小组作业作为应对偏差行为的策略。他们通常更倾向于选择小组工作来解决注意力缺陷多动障碍，而不是通常要解决异常行为。美国教育工作者认为社会偏差是对人的环境规范的不遵守。他们在多动症的归因上彼此不同：大约一半将其归因于生物医学原因，另一半归因于环境原因。尽管归因不同，但所有人都将注意力缺陷多动障碍视为一种偏差，可以通过环境变化加以改变。基于这些发现，讨论了有关政策变更和进一步研究的建议。

著录项

  • 作者

    Alzubi, Samah.;

  • 作者单位

    Fielding Graduate University.;

  • 授予单位 Fielding Graduate University.;
  • 学科 Organizational behavior.;Educational sociology.;Social structure.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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