This study aims to clarify the conditions which effect the formation of non-disabled students’ consciousness of their group categorization within the process of interschool interactions with students with intellectual disabilities. I focused on the theories of the dual categorization model and social identity complexity, and approached non-disabled students’ consciousness using a qualitative analysis. Interviews, using a stimulated-recall procedure, were conducted with ten high school students who had participated in the interschool interactions. I took each segment in the transcripts of interviews which contained word(s) representing ingroup or outgroup and classified them into two codes: the consciousness of superordinate group identity and the subgroup identity. I clarified that the consciousness of group categorization depends neither on the type of activities nor simply on the time sequence, but rather on the situations within the interaction processes. This analysis produced three conditions which effected the classification of the two group identities: membership group consciousness, differentiation, and friendship. Moreover, I also clarified that there seemed to be less consciousness of superordinate group identity in the comments on the whole experience of the interactions. This suggests that in depth reflection of their own interaction experiences is important for reducing bias toward students with intellectual disabilities through the formation of dual categorization.
雑誌名
東京大学大学院教育学研究科紀要
巻
57
ページ
369 - 380
発行年
2018-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
The Graduate School of Education, University of Tokyo
知的障害児との交流における健常児の集団カテゴリー意識を規定する条件
edu_57_31.pdf
(1.6MB)
