The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race

Evans, Karen

doi:10.1002/9781119098713.ch23

“…There is also anxiety about the incompatibility of norms and values in culturally diverse schools (Radstake, 2009) as (mostly) mainstream teachers and especially the immigrant students are trying to find a new understanding of each other's perspectives ( de Jong, 2014;Zijlstra et al, 2013). Cultural diversity in Dutch SSVET and its effects on the educational process is definitely subject to debate, while internationally there is a serious lack of research into it in SSVET (Evans, 2019;Mulder & Roelofs, 2011.…”

mentioning

confidence: 99%

Tensions experienced by teachers of Dutch culturally diverse senior secondary vocational education and training: An exploratory study

Tielman

¹

,

Wesselink

²

,

Brok

³

2021

Int J Training Development

View full text Add to dashboard Cite

show abstract

“…There is also anxiety about the incompatibility of norms and values in culturally diverse schools (Radstake, 2009) as (mostly) mainstream teachers and especially the immigrant students are trying to find a new understanding of each other's perspectives ( de Jong, 2014;Zijlstra et al, 2013). Cultural diversity in Dutch SSVET and its effects on the educational process is definitely subject to debate, while internationally there is a serious lack of research into it in SSVET (Evans, 2019;Mulder & Roelofs, 2011;.…”

Section: Discussion and Reflectionmentioning

confidence: 99%

Diversity related (compe)tensions : a study into teachers’ self-perceived multicultural competence and experienced culturally loaden value-based tensions in Senior Secondary Vocational Education and Training

Tielman¹

0

View full text Add to dashboard Cite

Senior Secondary Vocational Education and Training (SSVET) is highly culturally diverse, with a majority of students having an immigrant background. Teachers in culturally diverse classes are more often confronted with tensions in their daily practice and they are uncertain of how to manage these tensions. This exploratory study investigated what value-based tensions teachers encountered when teaching in culturally diverse SSVET classes. Furthermore, the reported tensions by teachers were examined in terms of (inadequate) knowledge, skills and (hindering) attitudes as a possible cause to deal effectively with the experienced tensions. We collected interview data from 16 SSVET teachers from five schools, each with more than 60% of students with immigrant backgrounds. The results showed that most of the value-based tensions that the SSVET teachers encountered were related to the intercultural loaded values diversity and respect. In addition to value-based tensions, also found in previous research, teachers also reported tensions related to professional ethics and stance of students, which seems unique to SSVET. Most experienced tensions were perceived as being caused by self-reported lack of skills. Less often, teachers experienced a shortage of knowledge or hindering attitudes when faced with these tensions in culturally diverse SSVET classes.

show abstract

Creating more equitable school-to-work transitions for young people not taking the university route: an ‘equalities-ecologies’ framework

Gewirtz,

McPherson,

Bayrakdar

et al. 2024

Journal of Vocational Education & Training

1

0

View full text Add to dashboard Cite

The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race

Cited by 3 publications

References 29 publications

Tensions experienced by teachers of Dutch culturally diverse senior secondary vocational education and training: An exploratory study

Tensions experienced by teachers of Dutch culturally diverse senior secondary vocational education and training: An exploratory study

Diversity related (compe)tensions : a study into teachers’ self-perceived multicultural competence and experienced culturally loaden value-based tensions in Senior Secondary Vocational Education and Training

Creating more equitable school-to-work transitions for young people not taking the university route: an ‘equalities-ecologies’ framework

Contact Info

Product

Resources

About