Promoting Social Inclusion in Educational Settings: Challenges and Opportunities |
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| Authors: | Jaana Juvonen Leah M Lessard Ritika Rastogi Hannah L Schacter Danielle Sayre Smith |
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| Institution: | 1. Department of Psychology, University of California, Los Angeles juvonen@psych.ucla.edu;3. Department of Human Development and Family Sciences, University of Connecticut;4. Department of Psychology, University of California, Los Angeles;5. Department of Psychology, Wayne State University |
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| Abstract: | The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research. |
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