Data_Sheet_1_Associations between teachers’ beliefs and their perception of hate speech in school: a study in Germany and Switzerland.docx

Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers’ social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7% females; 21.0% with migration status). Data from a total of 3,560 students from grades 7–9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers’ data to control for students’ hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers’ age, gender, migration status, students’ hate speech perception), teachers’ social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers’ pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers’ hate speech perception in school relate to other aspects of their professional competence.

仇恨言论作为一种全球性的问题，在青少年群体中也普遍存在，亟需得到教育的回应。教师作为其专业职责的一部分，负责处理仇恨言论。迄今为止，我们对教师在干预行动早期阶段，特别是他们对学校中仇恨言论的认知上的信念知之甚少。因此，本研究探讨了教师的社会支配取向、他们的多元主义态度及其在学校中对仇恨言论的认知之间的关联。471名来自38所学校（德国：n=251；瑞士：n=220）的中学教师参与了从2020年12月至2021年4月进行的一项自我报告调查（平均年龄：42.8岁；女性占比：57.7%；具有移民身份的占比：21.0%）。3,560名来自7至9年级（德国：n=1,841；瑞士：n=1,719）学生的数据与教师的数据相匹配，以控制学生学校中仇恨言论的认知。进行了固定效应多层次回归分析，包括协变量（教师的年龄、性别、移民身份、学生的仇恨言论认知）、教师的社会支配取向、多元主义态度以及他们在学校中对仇恨言论的认知。教师认为离线仇恨言论的频率高于在线仇恨言论。与假设相反，社会支配取向与离线和在线仇恨言论的认知呈正相关。正如预期的那样，教师的多元主义态度与他们离线和在线的仇恨言论认知呈正相关。现在，进一步的研究必须阐明所调查的信念和态度，以及教师在学校的仇恨言论认知如何与其他方面的专业能力相关联。