About this paper

Appears in:
Pages: 5846-5852
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2374

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

SEGREGATED VS INCLUSIVE CLASSES: CRITICAL POINTS FOR SUSTAINABLE RESULTS OF TEACHING

M. Chiabrishvili1, N. El-Kanj1, D. Youssef1, K. Chiabrishvili2

1American University of The Middle East (KUWAIT)
2National Defense Academy (GEORGIA)
The subject of segregated classes historically was debated and remain challenging nowadays.

Cambridge English Dictionary defines the term ‘Segregate’ as “to keep one group of people apart from another and treat them differently, especially because of race or sex”.

Teaching in a single gender class is a major topic of this paper. We also aim to review challenges for teaching in classes segregated by race; academic performance; different ideologies and views on politics. Inclusion of mentally or physically disabled in the regular classes remains the problem.

Research papers address different angles of racial, gender, social, ethnic and other reasons and results of segregation in both secondary schools and higher education institutions. We focus on the environment for sustainability of results of teaching in segregated classes on the undergraduate level of the universities.

Studies show negative effects of segregation on students’ performance in the US universities. This includes well-being of African Americans; health; economic status; and educational outcomes. Segregated general environment in early childhood creates roadblocks to good academic performance and smooth social adaptability in the future.

Types and levels of segregation vary in different countries. For instance, in UK segregation was relatively high in relation to ethnicity and independent schooling, lower in relation to age and lowest in relation to gender, disability and social class.

The era of gender-based segregation seemed to be is the past but recently the idea itself is getting increasing amount of attention.

Reasons for segregation in many Arab universities are rooted in the culture and religion and sometimes are predetermined even by offered courses in the Islamic world.

This paper studies existing and potential consequences of teaching in segregated classes and provide recommendations for specificities of approaches to distributing quality knowledge and preparedness of the students for professional inclusion in the surrounding future business environment.
@InProceedings{CHIABRISHVILI2018SEG,
author = {Chiabrishvili, M. and El-Kanj, N. and Youssef, D. and Chiabrishvili, K.},
title = {SEGREGATED VS INCLUSIVE CLASSES: CRITICAL POINTS FOR SUSTAINABLE RESULTS OF TEACHING},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2374},
url = {http://dx.doi.org/10.21125/iceri.2018.2374},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5846-5852}}
TY - CONF
AU - M. Chiabrishvili AU - N. El-Kanj AU - D. Youssef AU - K. Chiabrishvili
TI - SEGREGATED VS INCLUSIVE CLASSES: CRITICAL POINTS FOR SUSTAINABLE RESULTS OF TEACHING
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2374
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5846
EP - 5852
ER -
M. Chiabrishvili, N. El-Kanj, D. Youssef, K. Chiabrishvili (2018) SEGREGATED VS INCLUSIVE CLASSES: CRITICAL POINTS FOR SUSTAINABLE RESULTS OF TEACHING, ICERI2018 Proceedings, pp. 5846-5852.
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