Prevention of blatant and subtle prejudices as perceived by students: when teachers have their say

Abstract

This article focuses on “blatant” and “subtle” prejudices expressed by 1858 lower and upper secondary school students in France, in a self-reported survey. A first descriptive analysis allows to identify the social and school factors that may influence students’ perception of teachers’ involvement regarding issues raised by migration. Multivariate analyses show that when students state that their teachers address issues related to racism, discrimination and cultural diversity, intolerant attitudes decrease. Mediation and moderation models highlight the existence of external factors facilitating the appropriation of teachers’ interventions by students.