Social dominance orientation hinders pre-service teachers’ inclusive teaching intentions: the chain-mediating effect of intergroup anxiety and inclusive attitudes

Abstract

Objectives Pre-service teachers’ preferences for hierarchy and inequality (reflected in their social dominance orientation) may negatively impact their inclusive teaching intentions. However, how this preference influences their intentions to teach in inclusive classrooms is unknown. This study aimed to test the chain-mediating effect of intergroup anxiety and attitudes toward inclusion between social dominance orientation (SDO) and intentions to teach in inclusive classrooms among Chinese pre-service teachers. Methods In total, 582 pre-service teachers were recruited and administered scales that measured SDO, intergroup anxiety related to students with disabilities, attitudes toward inclusion, and inclusive teaching intentions. Results (1) Pre-service teachers’ SDO, intergroup anxiety, and attitudes toward inclusion were significantly correlated with inclusive teaching intentions. (2) Intergroup anxiety and attitudes toward inclusion played a chain-mediating role between SDO and inclusive teaching intentions. Conclusions Pre-service teachers’ SDO influenced inclusive teaching intentions both directly and indirectly through the mediating role of intergroup anxiety and attitudes toward inclusion.