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

Abstract

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.