Developing Inclusivity from Within: Advancing Our Understanding of How Teachers’ Personality Characters Impact Ethnic Prejudice and Homophobic Attitudes

Introduction Understanding how internal characteristics of teachers impact their teaching practices can shed light onto ways to promote inclusivity. Specifically, teachers’ personality traits and social anxiety could influence their acceptance of others, influencing student acceptance and achievement, yet minimal research has explored these relationships. Method The role of personality characteristics and social anxiety related to ethnic prejudices and homophobic attitudes were investigated in a sample of 551 Italian secondary school teachers (76% female, age range: 20–70; M = 46.20) using the teachers’ attitudes towards the representation of homosexuality in film and television scale, the big five questionnaire short form, the subtle and blatant prejudice scales, and the Social Phobia Inventory. Results The first model suggested that higher levels of conscientiousness combine with lower levels of agreeableness and extraversion are related to blatant prejudice. As participant age increased, those with lower levels of agreeableness and higher levels of conscientiousness expressed subtle prejudice. Increased age combine with lower levels of agreeableness was also linked to negative attitudes towards lesbian and gay topics. Similar results were found in the second model, which included social anxiety; however, social anxiety was found to impact negative attitudes towards lesbian and gay topics only, while the effect of age towards subtle prejudice disappeared . Conclusions Personological characteristics such as personality and social anxiety were found to impact ones attitudes and acceptance towards ethnic groups and lesbian and gay populations. Policy Implications Our findings highlight key areas of focus to help raise awareness and address socio-emotional through school supports, teacher trainings, and policy aimed at promoting inclusive education systems.