Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence

Hachfeld, Axinja; Hahn, Adam; Anders, Yvonne; Schroeder, Sascha

Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence

Dateien

Zu diesem Dokument gibt es keine Dateien.

Datum

2013

Autor:innen

Hachfeld, Axinja

Hahn, Adam

Anders, Yvonne

Schroeder, Sascha

Sammlungen

Empirische Bildungsforschung
Psychologie

Publikationstyp

Sonstiges, Konferenz

Publikationsstatus

Published

Erschienen in

Education and Poverty: Theory, Research, Policy and Praxis

Zusammenfassung

Recently, there has been ongoing debate about how to best deal with cultural diversity in schools. The present study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competences for teaching minority students. Results from path model analyses with N = 433 pre-service teachers showed that participants with multicultural beliefs reported more self-efficacy and enthusiasm for teaching, more integrative career motives, less stereotypes, and a willingness to adapt teaching to minority students’ needs, whereas colorblind beliefs were only and negatively related to a willingness to adapt teaching to minority students’ needs. Findings suggest that multiculturalism is more beneficial strategy for teaching in culturally diverse settings than colorblindness.

Fachgebiet (DDC)

300 Sozialwissenschaften, Soziologie

Konferenz

American Educational Research Association - 2013 Annual Meeting, 27. Apr. 2013 - 1. Mai 2013, San Francisco, CA, USA

Zitieren

ISO 690

HACHFELD, Axinja, Adam HAHN, Yvonne ANDERS, Sascha SCHROEDER, 2013. Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence. American Educational Research Association - 2013 Annual Meeting. San Francisco, CA, USA, 27. Apr. 2013 - 1. Mai 2013. In: Education and Poverty: Theory, Research, Policy and Praxis

BibTex

RDF

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Universitätsbibliographie

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