The impact of an inclusive education intervention on predictors of subtle and overt prejudice towards the Roma ethnic group
This study explores preliminary findings from a teaching innovation initiative focused on Roma history and culture and its impact on predictors of subtle and overt prejudice toward this ethnic group. The intervention consisted of five structured activities addressing key topics: Roma historical and...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:biblosearchi::8e2c26b07d61db39098ee250b24389b7 |
| Acceso en línea: | https://hdl.handle.net/10486/778140 https://dx.doi.org/10.1080/13603116.2025.2575867 |
| Access Level: | acceso embargado |
| Palabra clave: | Inclusive education intercultural education cultural diversity Roma people Educación |
| Sumario: | This study explores preliminary findings from a teaching innovation initiative focused on Roma history and culture and its impact on predictors of subtle and overt prejudice toward this ethnic group. The intervention consisted of five structured activities addressing key topics: Roma historical and cultural heritage, educational challenges, strategies against antigypsyism, the role of educators, and Roma contributions to Spanish society. A mixed–methods approach was used, combining a quasi–experimental pre–test/post–test design with cross–sectional correlational analysis. The study involved a non–probabilistic convenience sample of 41 university students enrolled in a bachelor's degree program in primary and early childhood education. Given the small sample size, nonparametric statistical methods were applied. The main instrument was the Questionnaire for Predictors of Blatant and Subtle Prejudice Toward Gypsies by Gómez–Berrocal and Navas (2000). Results showed measurable improvements in indicators of both subtle and overt prejudice following the intervention. Spearman's coefficient analysis revealed significant associations: prejudice correlated positively with collective self–esteem; social distance was linked to perceptions of intergroup power; and emotional responses aligned with perceived interdependence. These findings highlight the potential of targeted educational interventions to shift student attitudes and challenge discriminatory beliefs. Future research should refine the model and expand its application in teacher training |
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