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Knowledge and Participation in School as a Predictor of Intercultural Empathy. A Study of Participation and Intercultural Empathy among Norwegian and Danish School Students

Citizenship
Democracy
Integration
Education
Trond Solhaug
Norwegian University of Science & Technology, Trondheim
Trond Solhaug
Norwegian University of Science & Technology, Trondheim

Abstract

In recent decades Norwegian and Danish schools experience increased cultural diversification among their students. Growing heterogeneity in origin and culture may enhance the risk of students’ marginalization, segregation or exclusion. In response to these challenges this study focuses on how knowledge of diversity and participation in school predicts student’s intercultural empathy Theoretically the study is framed by an inclusive citizenship perspective, while participation is framed by Human rights in school and theories of learning and Bildung. The study draws on primarily quantitative data gathered on paper questionnaires from 1500 students in two upper secondary schools and three lower secondary schools and two upper secondary schools in Denmark. Knowledge and participation seem to predict some aspects of intercultural empathy among students in the regression analyses. First, we find that there are substantial differences between boys’ and girls’ scores on intercultural empathy. Secondly, information about culture and diversity is a predictor of certain aspects of intercultural empathy. Third participation is a more moderate predictor of intercultural empathy. The results and their implications for teaching are discussed.