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首页> 外文期刊>Psychological Studies >Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms
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Separate but Equal: Teachers’ Intolerance for Ethnic, and Cultural Diversity as Experienced in 6th Grade Israeli Classrooms

机译：独立但平等：以色列六年级课堂上老师对种族和文化多样性的不容忍

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摘要

This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their own words their experience of teachers’ intolerance for ethnic and cultural diversity in 6th grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration.
机译：这项研究向来自前苏联和埃塞俄比亚的71名以色列出生和移民的学生发出了声音，以他们自己的话语表达了他们在六年级教室中对种族和文化多样性不宽容的经历。进行了深入的小组和个人访谈，然后通过施特劳斯常数比较法进行了分析。来自前苏联，埃塞俄比亚和摩洛哥的以色列人和学生报告说，移民和民族学生的语言，文化和传统经常成为教师口头攻击和偏见的目标。移民父母并没有幸免于老师，并且因无法帮助自己的孩子而举止得体。埃塞俄比亚人的肤色被认为是排除和分离的主要标准。害怕受到惩罚以及父母不愿干涉，常常使学生无助。这项研究强调了学校和教师在反映主导社会的适应期望以及使移民学生获得安全的民族认同感方面的中心作用。随着全球移民的发展，在全球经济中必须加强师范教育计划，以在文化多元的教室中进行教学。

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