Session Information
07 SES 06 B, Poster Session
Poster Session
Contribution
Attitudes, beliefs and expectations have been found to guide and direct administrator and teachers’ responses toward various students (Good, & Brophy, 1987; Grant, 1985; Pajares, 1992). Research reveals that school psychologists and teachers hold beliefs about students that lead to differential expectations and treatment based on race/ethnicity, social class, and gender differences (Jimerson, Oakland, & Farrell, 207). If schools are to better serve the needs and interests of all students, low expectations, negative stereotypes, biases prejudices, and cultural misconceptions held by educators must be identified, challenged, and reconstructed (Joyce-Beaulieu, & Rosen, 2014).
In Spain, recent school populations shifts (LOGSE, 1990; LOCE, 2002; LOE, 2006; LOMCE, 2013) have led to major concerns about how to better educate students from diverse backgrounds and/or educational needs. Looking inside the situation, there is a great deal of contradictions between school psychologists and teachers’ thoughts about diversity by one side, and compromise for inclusive socio-cultural diversity, by another (Oakland, & Hatzichristou, 2014). Consequently, we can find situations in which one’s personal beliefs about a given diversity issue could be in direct conflict with his/her beliefs in a professional context. In addition to that, we know that prior beliefs are well established by the time a student enters university and that these beliefs are shaped by personal experience, schooling and instruction, and formal knowledge (Richardson, 1996).
While there have been studies conducted to identify educators’ understanding of diversity, teacher perceptions, and teacher experiences (Tabachnik, & Zeichner, 1984; Tran, Young, & Dilella, 1994), little has been done to identify school psychologists and counselors’ views of diversity.
This paper tries to analyze the situation in Spain by answering the following questions: (1) do school psychology students’ beliefs about diversity differ depending on personal and professional views? and (2) do active learning contribute to change these beliefs?
Method
Expected Outcomes
References
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