Teachers’ attitudes toward multiculturalism and their perceptions of the school organizational culture

Horenczyk, Gabriel; Tatar, Moshé

doi:10.1016/s0742-051x(02)00008-2

Cited by 90 publications

(74 citation statements)

References 8 publications

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“…Additionally when examining the literature it is seen that faculty members [3]; [24]; [35], teachers [31]; [50] and prospective teachers [9]; [12]; [23] have positive attitude towards multicultural education. İt can be said that attitude and personal characteristics related to each other, because personal characteristics influence to attitudes.…”

Section: Discussionmentioning

confidence: 99%

Prospective Teachers' Personal Characteristics to Multicultural Education

Eskici¹

2016

ujer

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The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to analyze in this paper. Likewise quantitative data was collected. The participants of the paper are 308 (220 female and 88 male) prospective teachers studying at Kırklareli University pedagogical formation certificate training program in the 2015-2016 academic year. The data collected by using the Turkish version of "Multicultural Personality Questionnaire". The data of this research were analyzed by SPSS 17. During the analysis of data arithmetic mean, standard deviation, t-test, the analysis of one way variance (ANOVA) and LSD test were used. According to these results prospective teachers' scores of "Multicultural Personality Questionnaire" has been found to be high. "Multicultural Personality Questionnaire" sub-dimensions were examined. Prospective teachers' multicultural personality has been highest in "cultural empathy" sub-dimensions and prospective teachers' multicultural personality has been lowest in "flexibility" sub-dimensions. Meaningful differences were found in favor of female prospective teachers toward "cultural empathy" and "emotional balance" sub-dimensions of the questionnaire. Meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' ages but no meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' number of siblings.

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Section: Discussionmentioning

confidence: 99%

Prospective Teachers' Personal Characteristics to Multicultural Education

Eskici¹

2016

ujer

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“…The goal of assimilation pushes new immigrants to change their languages and cultures to be seamlessly absorbed into mainstream America (Tardy, 2009). From the perspective of assimilationism, the burden of change rests on newcomers and requires no structural or systemic alterations by mainstream groups and institutions (Horenczyk & Tatar, 2002). This perspective assumes that the strength and unity of the host country are sacrificed when newcomers are unwilling to assimilate.…”

Section: Ideologies Infused Throughout the Educational Quality And Eqmentioning

confidence: 99%

Linguicism and Racism in Massachusetts Educational Policy

Viesca

2013

EPAA

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Abstract:The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race t heory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities. Keywords: multilingual learners; English-only policies; critical race theory Lingüicismo y racismo en la política educativa de MassachusettsResumen: Este artículo presenta un análisis de los marcos conceptuales de la política del estado de Massachusetts en relación con la educación de los alumnos multilingües y sus profesores usando la perspectiva de la teoría crítica de la raza (CRT por sus iniciales en inglés). Mi análisis sugiere que a pesar de que la política actual en Massachusetts se enmarca en términos de objetivos globales de calidad educativa e igualdad, en realidad de manera sustantiva justifica prácticas injustas. En este trabajo se demuestra que el racismo y lingüicismo hacia los alumnos multilingües son apoyados legalmente en las escuelas públicas de Massachusetts como consecuencia de políticas de Estado, lo que contribuye a las desigualdades educativas. Lingüicismo e racismo na política de educação em MassachusettsResumo: Este trabalho apresenta uma análise dos marcos conceituais da política do estado de Massachusetts em relação à educação dos estudantes multilíngues e seus professores utilizando o ponto de vista da teoria racial crítica (CRT por sua sigla em Inglês). Minha análise sugere que, apesar da atual política em Massachusetts está enquadrada em termos de objectivos gerais da qualidade da educação e da igualdade, na realidade justifica um sistema substancialmente injusto. Neste trabalho demonstramos que o racismo e o lingüicismo para os estudantes multilíngues são suportadas legalmente nas escolas públicas de Massachusetts, como resultado das políticas de governo, contribuindo para as desigualdades educacionais. Palavras-chave: alunos multilíngues; inglês como o único linguajem; teoria racial crítica

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“…At the same time, there is rather large number of the researches concerning this problem abroad. In a number of researches, problems of perception by teachers of religious, ethnic and cultural diversity in different countries are revealed (Jackson, 2011, Knauth et al;2008, Valk et al, 2009, and attitudes of the teacher to multiculturalism (Berry, 1997;Biktagirova, 2017;Horenczyk, 2002;Ozen, 2015;Níkleva & RicoMartin, 2017;Yuko, 2013;Ayaz & Oral 2016, and others). Many researchers consider, that approaches and behaviours of teachers in relation to various cultural populations don't exist in social vacuums.…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers consider, that approaches and behaviours of teachers in relation to various cultural populations don't exist in social vacuums. More likely, they are inclined to reflect and be subject to the influence of norms and values of both wider society, and educational conditions in which they interact (Horenczyk, Tatar, 2002). In scientific terms, …”

Section: Introductionmentioning

confidence: 99%

Ethno-Confessional Attitudes Of Russian Teachers: Results Of The Experimental Research

Khairutdinova¹

2017

European Proceedings of Social and Behavioural Sciences

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The review of the empirical research results of the social attitudes of teachers conducted in 2016-2017 in Russia is presented in this article. We concentrated on this group of respondents, considering a special role of the teacher in multicultural conditions of modern society. The research objective is to define the prevailing teachers' attitudes to ethno-confessional distinctions in Russia. Age grades and spheres of professional activities were chosen as the differentiating signs of the social attitudes of respondents. Using the adapted form of Emory Bogardus' scale of social distance, the relation of 355 teachers to main affiliations and ethnic groups (including migrants) was gaged in poly-cultural regions of the country: Moscow and Moscow region, Kazan and the Republic of Tatarstan. The received results in general show a tolerant attitude of teachers towards cultural diversity. The minimum social distance is established in relation to innates of the region. The level of cultural penetration is slightly lower to representatives of the Caucasus and Central Asia. The analysis of perception of confessional groups confirms the positive relation and readiness of teachers to interact with representatives of other religion. Besides, it is noted that attitudes of teachers to ethnocultural distinctions significantly don't depend on their age or their spheres of professional activity. Results of this research can be used when studying attitudes of teachers to migrant pupils in educational conditions.

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Teachers’ attitudes toward multiculturalism and their perceptions of the school organizational culture

Cited by 90 publications

References 8 publications

Prospective Teachers' Personal Characteristics to Multicultural Education

Prospective Teachers' Personal Characteristics to Multicultural Education

Linguicism and Racism in Massachusetts Educational Policy

Ethno-Confessional Attitudes Of Russian Teachers: Results Of The Experimental Research

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