School Discipline and Achievement in Israel

Shavit, Yossi; Blank, Carmel; Fast, Idit

doi:10.2307/j.ctvqsdvr0.7

Cited by 2 publications

(3 citation statements)

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“…Another intriguing finding refers to the effects of observer ethnic and religious background. Contrary to our hypothesis and to previous research suggesting that Arabs are more punitive than Jews (e.g., Shavit & Blank, 2012; Shechory-Bitton et al, 2015), there were no significant differences in attribution of blame to offenders between Arab and Jewish participants. Although Arab society is generally more traditional than its Jewish counterpart (Cohen, 2006; Zaatut & Haj-Yahia, 2016), it is possible that young educated Arab adults who participated in the current study were more liberal than the general Arab population.…”

Section: Discussioncontrasting

confidence: 99%

“…Considering the positive association between traditional attitudes and punitiveness toward offenders (Godcharles, Rad, Heide, Cochran, & Solomon, 2019), it is possible to assume that compared with Jewish observers, Arab observers might be more punitive and express more blame toward offenders. However, the studies that support the assumption that Arabs are more punitive than Jews have mainly focused on punitiveness among teachers (e.g., Cohen, 2007; Shavit & Blank, 2012) and parents (e.g., Khoury-Kassabri & Straus, 2011; Shechory-Bitton, Ben-David, & Sommerfeld, 2015). The research on differences between Arab and Jewish observers in attitudes toward offenders is limited and the findings are inconsistent.…”

Section: Observer Ethnicity and Religionmentioning

confidence: 99%

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Attribution of Blame Toward Offenders: Victim and Offender Ethnicity, and Observer Ethnic and Religious Background

Rozmann

Levy

2019

J Interpers Violence

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This study focuses on the effects of victim/offender ethnic affiliation and cultural background of observers on attitudes toward offenders. To examine the effect of cultural background, we compared offender attribution among Christian Arabs ( n = 51), Muslim Arabs ( n = 249), and Jews ( n = 285). The participants were students from several Israeli universities and colleges. The age range was 18 to 33 years ( M = 20.23, SD = 2.67), and the majority were female (75.6%). The participants read a version of a vignette describing a case of a stabbing, and then rated the offender’s blame. In different versions of the crime scenario, we manipulated victim and offender ethnicity: two victim (Arab/Jewish) and three offender (African/Arab/Jewish) types. The results indicate that, in general, participants blamed African offenders more than Arab or Jewish offenders. Although the results show that differences in offender blaming between Arab and Jewish participants were not statistically significant, there is an interaction between participant cultural background and victim ethnicity in regard to offender blaming: Participants attributed more blame to offenders who stabbed a victim belonging to the same ethnic group as the participants. Overall, the results support defensive attribution theory, suggesting that observer attitudes toward offenders tend to be affected by similarity in ethnic affiliation. The discussion addresses the findings through the perspectives of cultural reciprocity, defensive attribution theory, and minority threat theory. It also acknowledges the limitations related to the specific cultural and geopolitical context of this research. Practical implications for practitioners and policymakers include training and increased ethnic diversity among professionals and experts working within the criminal justice system.

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Section: Discussioncontrasting

confidence: 99%

Section: Observer Ethnicity and Religionmentioning

confidence: 99%

Attribution of Blame Toward Offenders: Victim and Offender Ethnicity, and Observer Ethnic and Religious Background

Rozmann

Levy

2019

J Interpers Violence

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“…Classroom discipline is a major problem. Too much classroom time is devoted to behavioral problems (Organisation for Economic Development, 2011; Shavit & Blank, 2012); thus, the finding of decreased discipline issues and their relation to improved grades is an extremely important outcome.…”

Section: Discussionmentioning

confidence: 99%

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

Abu-Yaman¹,

Shechtman

2022

Journal of Prevention and Health Promotion

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The established connection between disruptive and aggressive behavior, classroom climate, and classroom relationships led to an increase in suggested prevention programs. In the current study, we suggest a teaching modality (rather a program) named affective teaching and assess its effect on students’ behavior, motivation, achievement, and classroom climate, as well as on teacher self-efficacy. Participants were 92 teachers of 2893 fifth and sixth graders from 19 Arab schools in Israel. A hierarchical model of analysis (Mixed Models) was used to assess children’s gains in two randomized teaching conditions: affective teaching and conventional teaching. Results indicated more favorable outcomes on all measures in the affective teaching condition compared to control. Relationships, behavior, and teacher efficacy were significantly associated with children’s gains in motivation and content knowledge. The discussion focuses on the potential effect of this unique teaching modality on children’s psychological growth and adjusting behavior.

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School Discipline and Achievement in Israel

Cited by 2 publications

References 0 publications

Attribution of Blame Toward Offenders: Victim and Offender Ethnicity, and Observer Ethnic and Religious Background

Attribution of Blame Toward Offenders: Victim and Offender Ethnicity, and Observer Ethnic and Religious Background

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

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