Sources of Ethnocultural empathy: personality, intergroup relations, affects

Kapıkıran, Necla Acun

doi:10.1007/s12144-021-02286-2

Cited by 9 publications

(5 citation statements)

References 69 publications

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“… Whitford and Emerson (2019) found that cultural empathy positively correlates with multicultural sensitivity and understanding and can thus reduce implicit out-group bias. Kapıkıran (2023 , p. 11510) affirms that ethnocultural empathy may reduce “conflicts and discriminatory attitudes in preservice teachers.” Trainee teachers’ reported levels of ethnocultural empathy score high ( Tutkun, 2019 ), being attributed to the fact that teaching is strongly correlated with altruistic behavior and empathetic attitudes. In other words, second language teachers are ideally placed to mediate the successful socialization of migrant learners in the local school setting, as they tend to show higher levels of openness to new situations, empathy and understanding of the difficulties faced by multilingual learners ( Rokita-Jaśkow, 2023 ).…”

Section: Introductionmentioning

confidence: 99%

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Fernández-Corbacho,

Cores-Bilbao,

Flor-Arasil

2024

Front. Psychol.

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The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problem-solving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers.MethodA mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants.ResultsSimple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the ‘Anxiety and Lack of Multicultural Self-efficacy’ factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants’ records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants’ deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process.ConclusionThis study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers’ ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees’ cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

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Section: Introductionmentioning

confidence: 99%

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Fernández-Corbacho,

Cores-Bilbao,

Flor-Arasil

2024

Front. Psychol.

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“…This agrees with the recommendations to evaluate the operationalization of the construct in a specific cultural, social, and professional framework [ 56 , 72 , 73 ], particularly one where prosociality becomes a relevant job skill [ 72 , 73 ] and—in the specific case of the context studied—authenticated by regulatory requirements [ 51 , 52 ]. Although possibly comparable in different degrees and forms of operationalization, the actions of helping [ 36 , 37 ], sharing [ 38 ], caring [ 39 , 40 , 41 ], and feeling empathy [ 32 , 43 , 44 , 45 , 46 , 47 , 48 ] constitute expressions of prosociality in various teaching scenarios, and it is displayed on multiple levels [ 1 ]. One is the micro-intrapersonal, which refers to dispositions and tendencies; another is the meso-intrapersonal, concerning behaviors directed to a person or small groups [ 1 ].…”

Section: Discussionmentioning

confidence: 99%

“…Greater empathy is related to a better preparation to address bullying [ 45 ], a greater motivation to display fair behaviors with the students [ 46 ], and a greater development of these aspects in the long term [ 47 ]. It can contribute to an increase in intergroup contact and a reduction in conflicts and discrimination in settings of ethnic and cultural diversity [ 48 ]. Emotional intelligence is a predictor of prosocial behaviors [ 49 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

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“…Although there are some studies that investigate multiculturalism and ethnocultural empathy separately, no studies have found that multiculturalism and ethnocultural empathy are examined together. Some of these studies include the attitudes of academicians about multicultural education (Damgacı & Aydın, 2013), teachers' perceptions of multiculturalism (Akman, 2020;Bahadır, 2016;Coronel & Gómez-Hurtado, 2015;Danacı, Eran, Çetin, Pınarcık & Bahtiyar, 2016;Sharma, 2005;Mazı, 2018), teachers' attitudes toward multicultural education (Rissanen, Tirri & Kuusisto, 2015;Özdemir & Dil, 2013;Karacabey et al, 2019;Yazıcı, Başol & Toprak, 2009); preservice teachers' attitudes towards multiculturalism (LaDuke, 2009;Spinthourakis, Karatzia-Stavlioti, & Roussakis, 2009;Kim & Connelly, 2019;Taylor, Kumi-Yeboah, & Ringlaben, 2016;Demir & Başarır, 2013;Engin & Genç, 2015;Güngör, Buyruk & Özdemir;2018), early childhood teachers' attitudes toward multiculturalism (Abdullah & Abdullah, 2018;Peköz, Külcü & Gürşimşek, 2018;Vittrup, 2016), college students' ethnocultural empathy (Kim & Tausen, 2022;Lu, Hill, Hancock & Keum, 2020), preservice teachers' ethnocultural empathy (Kapıkıran, 2021). As seen above, there is limited research of early childhood preservice teacher.…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

İLVAN

VAROL

ŞENÖZ

et al. 2023

Participatory Educational Research

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The aim of this study is to investigate the multiculturalism perceptions and ethnocultural empathy levels of early childhood preservice teachers. This study was conducted in a correlational research design. This study had a sample of 380 undergraduate students studying in the academic year 2021-2022 in the Department of Early Childhood Education, Faculty of Education, Turkey. In this study, Multiculturalism Perception Scale, The Scale of Ethnocultural Empathy, and individual demographic form were used. The One-Way Variance Analysis (ANOVA) and Independent Samples t-tests were used to analyze if there are significant differences between early childhood preservice teachers’ descriptive characteristics on their perceptions of multiculturalism and ethnocultural empathy levels. Pearson correlation was utilized to determine the relationship between early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy levels. According to research results, early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy are positively correlated. Furthermore, results revealed that those who have cross-cultural friends have higher mean scores on both multiculturalism perception and ethnocultural empathy than those who do not have cross-cultural friends. Moreover, early childhood preservice teachers who want to take courses on multiculturalism have higher scores on multiculturalism perception and ethnocultural empathy than those who do not want to. The results were discussed in the context of related research and recommendations were given for future research.

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Sources of Ethnocultural empathy: personality, intergroup relations, affects

Cited by 9 publications

References 69 publications

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

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