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dc.contributor.authorSanhueza, Susan
dc.contributor.authorFriz Carrillo, Miguel
dc.contributor.authorCardona Moltó, M. Cristina
dc.date.accessioned2017-10-19T18:15:47Z
dc.date.available2017-10-19T18:15:47Z
dc.date.issued2015
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/711
dc.description.abstractThe purpose of this study was to describe and discuss students' perceptions and attitudes toward cultural differences as reflected in the processes of intercultural communication in culturally diverse classrooms. We chose a multiple-case study design to interview students from diverse cultural backgrounds enrolled in multicultural elementary (n = 14) and secondary (n = 30) schools in the province of Alicante, Spain. Results showed that communication among cultures is complex and can be characterized by feelings of isolation, need for social acknowledgment, and attitudes of avoidance. In addition, differences in attitudes toward culturally diverse students were found between elementary and secondary school respondents, with secondary interviewees being less positive than elementary interviewees. Results also showed evidence of stereotypes about the learning potential of students from immigrant origin, leading to the need to model and change students' representation and attitudes toward cultural differences. Teacher training in diverse methods are recommended in order to enhance the internalization of concepts and the ability to confront fears, misconceptions and misinformation of students.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceNordic Psychology, 67(1), 65-86es_CL
dc.subjectIntercultural communicationes_CL
dc.subjectElementary and secondary studentses_CL
dc.subjectCultural diversityes_CL
dc.subjectMulticultural classroomses_CL
dc.subjectSpaines_CL
dc.titleUnderstanding elementary and secondary students' representation of cultural differences as reflected in the process of intercultural communication in school contextses_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Ciencias de la Educaciónes_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.uriwww.tandfonline.com/doi/full/10.1080/19012276.2014.997785es_CL
dc.ucm.doidx.doi.org/10.1080/19012276.2014.997785es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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