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学級内における仲間関係:子どもたちの所属集団同士の差異化戦略
http://hdl.handle.net/10935/3351
http://hdl.handle.net/10935/3351663a9ed7-828e-4dc2-aa34-2e37ec04e064
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AN10065983V28pp173-189.pdf
|
|
| アイテムタイプ | default_紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2013-05-01 | |||||
| タイトル | ||||||
| タイトル | 学級内における仲間関係:子どもたちの所属集団同士の差異化戦略 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 学級内 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 高校生 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 差異化 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 中学生 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 仲間集団 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | Peer Groups in Class Differentiation Strategies between Groups | |||||
| 言語 | en | |||||
| 著者 |
池田,曜子
× 池田,曜子 |
|||||
| 内容記述 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The present study clarifies the strategies that students employ to differentiate their affiliate group from other groups in middle and high school class. Specifically, we want to identify the indicators that students use to draw boundaries between groups and understand what the students mean by this mutual differentiation between peer group units. Toward clarifying these issues, we perform an analysis of the differentiation process between peer groups based on a classification system obtained from fieldwork data. Then, we examine the reasons students tend to use when drawing group boundaries in class. In addition, from the viewpoint of a peer group unit in a class environment, we clarify what it means for students to mutually differentiate between groups and be a target of differentiation. The findings show that students clearly recognize differences in type between their affiliate and other groups. They often explain these differences in terms of superficial subcultural indicators related to external appearance (e.g., clothing, hairstyle) or behavior. On the other hand, they do not explain differences between each type of peer group in terms of the class where all the main school activities occur even though behavioral differences are clearly observable. By creating mutual differences between peer groups, students strengthen the unity of the affiliate group and solidify their group's position in the class environment. In addition, the daily words and deeds of students that are used to differentiate between groups often focus on the most trivial of matters. When a student is excluded from a peer group, he may become stigmatized by students in other groups. Thus, each student always has a sense of unease over becoming a target of discrimination. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 人間文化研究科年報 巻 28, p. 173-189, 発行日 2013-03-31 |
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| 出版者 | ||||||
| 出版者 | 奈良女子大学大学院人間文化研究科 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 0913-2201 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10065983 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
