Πολιτισμικά Στερεότυπα και Διαπολιτισμική Επικοινωνία στη Δευτεροβάθμια Εκπαίδευση: Μια Ποιοτική Προσέγγιση μέσα από τις εμπειρίες μαθητών, εκπαιδευτικών και γονέων.

  1. Koutma, Anna
  2. School of Life and Health Sciences
  3. Department of Life Sciences
  4. February 2026
  5. Greek
  6. 183 p.
  7. Giaki, Spyridoula
  8. Stereotypes | intercultural competence | school integration | Greek Gymnasium | lower secondary education | Qualitative Research | Intercultural Communication
    • The present study is based on the assumption that cultural stereotypes in the school environment are not expressed solely through overt forms of discrimination, but also through latent microaggressions and everyday discursive practices that may affect students’ school inclusion, emotional safety, and participation. The research was conducted as a qualitative case study of a single secondary school and was guided by three research questions concerning the recognition and meaning-making of cultural stereotypes, their impact on students’ school experiences, and the pedagogical strategies adopted to manage or deconstruct them. Data were collected through semi-structured interviews with six (6) students, three (3) teachers, and three (3) parents, and were analysed using thematic analysis. The findings indicate that stereotypes, even when expressed through “jokes” or everyday comments, negatively affect interpersonal relationships, students’ participation, and their sense of belonging. At the same time, the study highlights the crucial role of linguistic diversity, teachers’ professional reflexivity, and the family environment in shaping attitudes towards difference. Overall, the findings underscore the need for experiential and practice-oriented professional development programmes and for strengthening collaboration between schools, families, and educational policy in order to promote inclusion and social cohesion.
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