International Journal of Social and Educational Innovation

8

Authors: Elena BUJOREAN

The article aims to explore the social distance of high-school students towards certain vulnerable categories (people with disabilities, those of different religions, those without income, foreigners, refugees, Romani, people infected with HIV, homosexuals), as well as identifying the manner in which these social categories are discriminated against at school and in other public places. In the context of the current study, social distance is expressed through the level of acceptance by the respondents of persons from the aforementioned categories, as neighbours, classmates and friends. Our study shows the students' reluctance to co-exist with certain categories of vulnerable persons by stigmatizing and using social exclusion (homosexuals, Romani, people infected with HIV, immigrants). These aspects draw attention to the need to fight against ethnocentric, xenophobic or homophobic attitudes in school. At the same time, the study shows that the manifestation of intolerant attitudes coincides in many cases with the posture of victim of discriminatory manifestations.

10

Authors: Elena Sestac

Stereotypes and prejudices influence our daily lives, and in certain circumstances we operate with them, despite the fact that we think we are free of prejudices. Not infrequently, they can become barriers in the communication, knowledge and acceptance of those around us; from this point of view, we must have the readiness to deal with our own prejudices, so that we do not reach situations of discrimination, marginalization, rejection or exclusion of some people on subjective grounds, influenced by stereotypes and misrepresentations about others (we often observe that our attitude and behavior towards a stranger is influenced by the way that person looks or is dressed). This study is based on stereotypes. It aims to identify attitudes and behaviors that perpetuate or challenge gender stereotypes in education. We will see what is stereotype, prejudice, discrimination, we will go a little bit on gender, cultural and language stereotypes, and finally we will see concrete examples within a school unit. This theme has become a problem of society. Stereotypes give rise to prejudices, and further discrimination. And during this research I noticed that since we were born, these things have been instilled in us.

12

Authors: Masume Kalantari;Mohammad Tahan

Learning, creativity, and innovation are considered as the axis of the activities of all educational and entrepreneur-based institutions. Learning style of students as one of the factors effective in learning and academic progress has always been taken into consideration. By identifying the learning style and rate of creativity of individuals, each style can be a more appropriate teaching method adopted by teachers and also a more correct method of learning by learners. Accordingly, the main goal of the present article is to identify the differences of learning styles of individuals in different academic majors and the rate of the creativity of individuals in each learning style. The present methodology employed in this research is of descriptive-correlational research design. The statistical population consists of all the last-year students at the high school level in the city of Ghaen. The statistical sample consisted of 115 girls and 117 boys selected by classified sampling. Kolb’s learning style inventory and Abedi creativity were used to collect the required data. These two tools are standardized, therefore their validity is verified. On the other hand, the reliability of the Kolb’s inventory and that of Abedi’s creativity were 0.74 and 79.5, respectively. To analyze the data obtained by Chi-square tests, one-way analysis of variance, Pearson covariance, and stepwise regression were employed. The results show that there is a meaningful difference between the creativity of the students with diverging and assimilator learning styles. Learning styles of students of different branches are also different. Creativity of the students of Mathematicsis more than that of the Humanities and there is also a meaningful negative relation between concrete experiential learning methods and creativity (r=0.702 and p<0.01).