Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms
The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse cl...
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University of Oslo Library
2021
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oai:doaj.org-article:89613dac3d0845b0bfeb058a9665ce842021-11-12T14:17:49ZUpper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms10.5617/adno.83812535-8219https://doaj.org/article/89613dac3d0845b0bfeb058a9665ce842021-11-01T00:00:00Zhttps://journals.uio.no/adnorden/article/view/8381https://doaj.org/toc/2535-8219 The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse classes. They participated in focus group interviews to discuss their experiences. The interview topics were relationships in class, academic and social learning, discrimination and victimisation, academic resources and expectations, adaptation and support in learning activities. The interview data were transcribed, analysed and discussed using thematic analysis. The findings showed that the interviewed teachers considered 1) teacher-student relationships, 2) acceptance of diversity and student-student relationships, and 3) participation in learning activities to be important aspects of students’ belonging and engagement. Moreover, the findings indicated challenges in creating stable relationships to promote cross-cultural friendships. Based on these findings, teachers need more strategies to develop cross-cultural friendships. Furthermore, teachers need to know how and when to intervene in situations of exclusion or segregation. For the prevention of exclusion and segregation, it is important to further develop knowledge of how to promote belonging and engagement among culturally diverse student groups. Charlotte Helen H HancockUnni Vere MidthasselHildegunn FandremUniversity of Oslo LibraryarticleSpecial aspects of educationLC8-6691ENNOSVActa Didactica Norden, Vol 15, Iss 2 (2021) |
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DOAJ |
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DOAJ |
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EN NO SV |
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Special aspects of education LC8-6691 |
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Special aspects of education LC8-6691 Charlotte Helen H Hancock Unni Vere Midthassel Hildegunn Fandrem Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| description |
The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse classes. They participated in focus group interviews to discuss their experiences. The interview topics were relationships in class, academic and social learning, discrimination and victimisation, academic resources and expectations, adaptation and support in learning activities. The interview data were transcribed, analysed and discussed using thematic analysis. The findings showed that the interviewed teachers considered 1) teacher-student relationships, 2) acceptance of diversity and student-student relationships, and 3) participation in learning activities to be important aspects of students’ belonging and engagement. Moreover, the findings indicated challenges in creating stable relationships to promote cross-cultural friendships. Based on these findings, teachers need more strategies to develop cross-cultural friendships. Furthermore, teachers need to know how and when to intervene in situations of exclusion or segregation. For the prevention of exclusion and segregation, it is important to further develop knowledge of how to promote belonging and engagement among culturally diverse student groups.
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| format |
article |
| author |
Charlotte Helen H Hancock Unni Vere Midthassel Hildegunn Fandrem |
| author_facet |
Charlotte Helen H Hancock Unni Vere Midthassel Hildegunn Fandrem |
| author_sort |
Charlotte Helen H Hancock |
| title |
Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| title_short |
Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| title_full |
Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| title_fullStr |
Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| title_full_unstemmed |
Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms |
| title_sort |
upper secondary teachers’ experiences promoting belonging and engagement in culturally diverse classrooms |
| publisher |
University of Oslo Library |
| publishDate |
2021 |
| url |
https://doaj.org/article/89613dac3d0845b0bfeb058a9665ce84 |
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AT charlottehelenhhancock uppersecondaryteachersexperiencespromotingbelongingandengagementinculturallydiverseclassrooms AT unniveremidthassel uppersecondaryteachersexperiencespromotingbelongingandengagementinculturallydiverseclassrooms AT hildegunnfandrem uppersecondaryteachersexperiencespromotingbelongingandengagementinculturallydiverseclassrooms |
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