Prejudice in Schools: Promotion of an Inclusive Culture and Climate

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Students’ perceptions of school climate as determinants of wellbeing, resilience and identity (2016, background): “The school environment, as a microcosm of our society, provides opportunities for students to learn about differences, conflict resolution and peaceful coexistence (Dessel, 2010).”
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives (2016, background): “This awareness also helps students to recognize their own implicit bias, particularly for White students (Aldana et al., 2012; Dessel, 2010; Spencer et al., 2008).”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, methodology): “These norms and beliefs influence the types and nature of interactions between teachers and students that take place in a school and are critical to the school climate (Dessel, 2010).”
Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice (2010, background): “Creating safer and more inclusive school environments is essential for the well-being and learning of all students (Dessel, 2010).”