An analysis of primary and secondary school students' perceptions of regarding the concept of respect for diversity based on age

The aim of this study is to examine the perceptions of primary and secondary school students towards the concept of diversity for respect for differences depending on age. For this purpose, the study group of the research consists of 40 students and eight teachers: 10 students from each of third, fourth, seventh and eight grades and eight teachers, four teachers from primary and four from secondary school levels. In this research phenomenological design was used, it is one of the qualitative research designs. The data was collected using interview and document review qualitative methods and analyzed with the content analysis approach. In the study, easily accessible case samplingwas used, which is one of the purposeful sampling methods. It was observed that the majority of students stated that they respected all the differences of others, while some students stated that they did not respect the negative personality traits and negative/problem behaviors of others. As a result of the drawing method, it was observed that students used disability, appearance, gender and ethnicity themes more while expressing respect for differences. In the interviews, it was observed that students mostly expressed differences in skills/talents, interest, physical characteristics, personality and personal characteristics and differences in disability. In interviews with teachers, it was revealed that students respect differences in ethnic status, disability, language, gender and economic status; and the students did not respect appearance/physical differences and negative behaviors. In addition, it was observed that teachers stated that the areas of respect for differences expanded and diversified with increasing age and that students' awareness increased. It has been observed that when a different characteristic is not respected, the majority of students express unpleasant emotions, when a different characteristic of them is respected, they express pleasant emotions. It has been observed that when a different characteristic of hypothetical situations is not respected, students expressed cognitive and behavioural coping thoughts. In student interviews, it was observed that when a different characteristic was respected and was not respected, the students expressed thoughts about the evaluation of themselves, others and the situation and behavior. When the grades are compared, primary school students stated more thoughts about cognitive coping, and secondary school students expressed more thoughts about behavioral coping; when all students were taken into consideration, it was seen that cognitive coping came to the fore more than behavioral coping. In hypothetical situations and student interviews, it was observed that in the case of respect/disrespect for differences avoidant and destructive behaviors were expressed with most being constructive. In the teacher interviews, it was observed that a student who was not respected for a different characteristic expressed internalising, externalising and coping behaviours. It has been revealed that when a different characteristic of students is respected, students express opinions in relational and behavioural categories, while teachers observe relational and individual reflections. In addition, when the students at two levels were compared in the hypothetical situation and student interviews, it was observed that although there was not much difference, primary school students reported more opinions on the theme of constructive behaviour, while secondary school students reported more opinions on the theme of destructive behaviour. It was observed that in hypothetical situations, when the person in the situation of respect/disrespect for differences was appropriate, the majority of the students responded to the theme of behaving constructively, and a very small number of them responded to the theme of behaving destructively and avoidantly. When the students at the two levels are compared, it was observed that there is not much difference, but primary school students express more expressions in the constructive behavior categories, while secondary school students express more expressions in the destructive and avoidant behavior categories. As a result of the research, it was seen that the concept of respect for differences is a multifaceted and dynamic structure that includes affective, cognitive and behavioural dimensions. It was observed that there may be differences in the meaning, dimensions and coping processes of the concept of respect for differences according to the developmental period of individuals; students' attitudes towards respect for differences and teachers' views on this issue are related. Keywords: respect for diversity, qualitative methods, hypothetical situations, drawing a picture, primary and secondary school students