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Savaş Karataş Katharina Eckstein Peter Noack Monica Rubini Elisabetta Crocetti 《Child development》2023,94(1):237-253
This study investigated the associations between cultural diversity approaches endorsed by teachers and adolescents' positive and negative intergroup contact in schools. Participants were 984 adolescents (Mage = 14.66; 62.7% female; 24.8% ethnic minority) involved in a three-wave longitudinal study between 2019 and 2020. Results highlighted that perceived equal treatment by teachers was related to higher positive and lower negative contact over time. However, perceived support for contact and cooperation and interest of teachers in children's cultural background were not related to either positive or negative contact over time. Importantly, the results were replicated across ethnic minority and majority adolescents. This study provides novel insights into the key role that teachers can play in promoting cultural diversity approaches to facilitate harmonious intergroup interactions in schools. 相似文献
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Susan Eckstein 《Assessment in Education: Principles, Policy & Practice》1997,4(1):107-120
Since the revolution of 1959 Cuba massively expanded and, in many respects, transformed its education system. While the strategy under Fidel Castro initially differed from other LDCs in its emphasis on mass education and technical training, with time the island has been inflicted with the same ‘diploma disease’ as so many other LDCs. And once inflicted, it has had exceptional difficulty curing the illness. The country has come to be overeducated, relative to the employment opportunities available. Overeducation has become a political as well as fiscal problem following the collapse of the Soviet Union, and Soviet aid and trade in turn. Faced with the problem, the government is attempting to deschool the younger generation. However, families are resisting the downward mobility implicit in the education restructuring. 相似文献
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Dependency theory in comparative education: The new simplicitude 总被引：2，自引：0，他引：2
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