Teachers play a crucial role in fostering inclusive school environments for students from diverse backgrounds. However, harboring prejudiced attitudes towards minority students can have adverse social and psychological effects on these individuals. This study investigates the ethnic and homophobic prejudice profiles of Italian secondary school teachers (N = 552, M age = 46.15, 76.4% females) using a person-centered approach. It explores how these prejudice profiles predict moral disengagement mechanisms, self-efficacy, and social anxiety among teachers. Participants completed assessments on subtle and blatant ethnic prejudice, attitudes toward the representation of homosexuality, moral disengagement, self-efficacy in teaching, and social anxiety. Latent profile analysis identified three prejudice profiles among teachers: low, moderate, and high prejudice. The results, based on a structural equation model, revealed that teachers with high prejudice profiles were more likely to employ moral disengagement mechanisms and reported higher levels of social anxiety. The study underscores the significance of interventions and monitoring efforts tailored to educators, encompassing their social, moral, and individual dimensions.

Bobba, B., Yuksel, S., D'Urso, G. (2024). The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers' Prejudice: A Person-Centered Approach. SEXUALITY AND CULTURE, 28(6), 2435-2455 [10.1007/s12119-024-10235-x].

The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers' Prejudice: A Person-Centered Approach

Bobba, B
Primo
;
2024

Abstract

Teachers play a crucial role in fostering inclusive school environments for students from diverse backgrounds. However, harboring prejudiced attitudes towards minority students can have adverse social and psychological effects on these individuals. This study investigates the ethnic and homophobic prejudice profiles of Italian secondary school teachers (N = 552, M age = 46.15, 76.4% females) using a person-centered approach. It explores how these prejudice profiles predict moral disengagement mechanisms, self-efficacy, and social anxiety among teachers. Participants completed assessments on subtle and blatant ethnic prejudice, attitudes toward the representation of homosexuality, moral disengagement, self-efficacy in teaching, and social anxiety. Latent profile analysis identified three prejudice profiles among teachers: low, moderate, and high prejudice. The results, based on a structural equation model, revealed that teachers with high prejudice profiles were more likely to employ moral disengagement mechanisms and reported higher levels of social anxiety. The study underscores the significance of interventions and monitoring efforts tailored to educators, encompassing their social, moral, and individual dimensions.
2024
Bobba, B., Yuksel, S., D'Urso, G. (2024). The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers' Prejudice: A Person-Centered Approach. SEXUALITY AND CULTURE, 28(6), 2435-2455 [10.1007/s12119-024-10235-x].
Bobba, B; Yuksel, S; D'Urso, G
File in questo prodotto:
File Dimensione Formato  
The Role of Moral Disengagement Self-Efficacy and Social-Anxiety in Secondary School Teachers Prejudice.pdf

accesso aperto

Tipo: Versione (PDF) editoriale
Licenza: Licenza per Accesso Aperto. Creative Commons Attribuzione (CCBY)
Dimensione 1.1 MB
Formato Adobe PDF
1.1 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/972663
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 0
  • ???jsp.display-item.citation.isi??? 0
social impact