“…They found the highest level of diversity-related burnout among teachers categorised as assimilationist and who work in schools that they perceive as assimilationist. Those teachers who embraced multiculturalism more strongly reported fewer feelings of stress when teaching in ethnically diverse classrooms (Horenczyk and Tatar 2002;Vedder and Horenczyk 2006).…”
Section: The Current Studymentioning
confidence: 99%
“…Though many teachers have grown up in a culturally diverse society, teachers are often not well prepared to deal with ethnic and cultural diversity in their classroom (Banks and McGee Banks 2004;Wubbels et al 2006), which may lead to stress and burnout. The increasing ethnic and cultural diversity in schools and classrooms weighs heavily on teachers, and the reality of the educational setting at present is one of increasing 'cultural mismatch' (Cockrell et al 1999) between teachers, students, and parents (Shor 2005;Tatar and Horenczyk 2003;Vedder and Horenczyk 2006). This affects teachers working with immigrant students and makes teachers less able to face the challenges posed by multicultural contexts.…”
There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers' multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.
“…They found the highest level of diversity-related burnout among teachers categorised as assimilationist and who work in schools that they perceive as assimilationist. Those teachers who embraced multiculturalism more strongly reported fewer feelings of stress when teaching in ethnically diverse classrooms (Horenczyk and Tatar 2002;Vedder and Horenczyk 2006).…”
Section: The Current Studymentioning
confidence: 99%
“…Though many teachers have grown up in a culturally diverse society, teachers are often not well prepared to deal with ethnic and cultural diversity in their classroom (Banks and McGee Banks 2004;Wubbels et al 2006), which may lead to stress and burnout. The increasing ethnic and cultural diversity in schools and classrooms weighs heavily on teachers, and the reality of the educational setting at present is one of increasing 'cultural mismatch' (Cockrell et al 1999) between teachers, students, and parents (Shor 2005;Tatar and Horenczyk 2003;Vedder and Horenczyk 2006). This affects teachers working with immigrant students and makes teachers less able to face the challenges posed by multicultural contexts.…”
There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers' multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.
“…Identification with the society at large might start with and depend on identification with small groups that involve frequent and relatively intimate contact with members of other ethnic groups. Thus, positive daily interactions in the school class with many majority group members might lead to increased identification with the nation (Vedder & Horenczyk, ). Again, it is reasonable also to predict the opposite causal link, with a strong national identity contributing to stronger identification with the school class and thereby indirectly increasing psychological well‐being. Hypothesis 7: Strong national identity contributes to improved psychological well‐being by increasing identification with the school class. Hypothesis 8: Strong school class identity contributes to improved psychological well‐being by increasing identification with the nation.…”
Feeling belongingness with small social groups such as the family or a group of friends predicts psychological well-being. Acculturation research has argued for similar effects of belongingness with large social groups. In particular, a strong ethnic identity is assumed to improve psychological well-being among members of minority groups, but this conclusion has been drawn based on cross-sectional data. This study uses three-wave longitudinal data collected among adolescents from ethnic minority groups (N = 705), comparing identification with small groups (the family and the school class) with identification with large groups (the ethnic in-group and the nation) as predictors of psychological well-being (self-esteem, mental health problems, and life satisfaction). Analyses suggest that identification with small groups, in particular with the family, can predict developments in psychological well-being (self-esteem and mental health). In contrast, the data gave no support for causal effects from ethnic identity or national identity, in spite of substantial bivariate correlations with all three dimensions in psychological well-being. The findings have implications for acculturation research. In particular, research on ethnic or national identity as predictors of psychological well-being will benefit from adding small-group identities as covariates and using longitudinal data.
“…For immigrant students, academic achievement is a key indicator of a successful acculturation outcome, as it helps facilitate their effective integration into the dominant society (Vedder & Horenczyk, 2006). For Chinese immigrant students subscribing to values specific to Chinese culture, more than as an acculturation outcome, academic achievement is a culturally desirable outcome and a key demonstration of filial piety to their parents (Chen, 2007b(Chen, , 2016.…”
Section: The Internalization Process Of Parental Messagesmentioning
In this article, I present research evidence corroborating that students of Chinese descent are a high-achieving clique compared to other ethnic and cultural groups. A prominent explanation invokes cultural values highly emphasized in Chinese societies, especially those focusing on filial piety and educational achievement. However, for Chinese immigrant adolescents exposed to another cultural model and undergoing developmental changes, the motivation mechanisms underlying their academic achievement are more complex. I posit that this complexity can be understood and unraveled by contextual theories of acculturation and human development. Moreover, expanding on the cultural-developmental perspective as advocated by others, I explicate specifically how acculturative and developmental processes are intertwined to guide the individual's internalization of cultural imperatives. To illustrate this framework, I draw insights from interviewing three Chinese immigrant adolescents in the United States. The theoretical and empirical underpinnings discussed in this paper aim to contribute knowledge to the literature by demonstrating the role of acculturation and development in Chinese immigrant students' psychological processing of parental message concerning academic success which, in turn, contributes to their academic achievement motivation.
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