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Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching.

ABSTRACT: BACKGROUND:Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. AIMS:The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers' multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers' professional development and interventions. SAMPLE:A total of 143 primary school teachers from different parts of the Netherlands responded to our online survey. METHODS:We conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers' engagement in two separate but related components of CRT (i.e., socially sensitive and culturally sensitive teaching). RESULTS:Results of our analysis yielded significant relationships between the two teacher qualities and the frequency with which teachers engage in socially and culturally sensitive teaching. Perspective taking was a stronger predictor for both aspects of CRT. CONCLUSION:These findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds. Our results are promising as these qualities are malleable and thus can be improved.

SUBMITTER: Abacioglu CS

PROVIDER: S-EPMC7496989 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching.

Abacioglu Ceren Su CS Volman Monique M Fischer Agneta H AH

The British journal of educational psychology 20191209 3

<h4>Background</h4>Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice.<h4>Aims</h4>The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers' multicultural attitudes, and their perspective taking abilities. By identifying the str ...[more]

PMID: 31814111

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Project description:BackgroundAs higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges. Pedagogical training approaches to creating inclusive classrooms involve interventions that raise awareness of student and instructor social identities and explore barriers to learning, such as implicit bias, microaggressions, stereotype threat, and fixed mindset. Such efforts should focus on embracing diversity as an asset leveraged to benefit all students in their learning. In this paper, we describe the impact of multiday, off-campus immersion workshops designed to impart faculty with these tools. Based on analysis of workshop participant data, we report the resulting changes in faculty knowledge of factors affecting classroom climate and student success in STEM, attitudes about students, and motivation to adopt new teaching practices aimed at fostering equitable and culturally responsive learning environments.ResultsKey findings indicate that attendees (1) increased their knowledge of social identities and the barriers to learning in STEM classrooms, particularly those faced by students from underrepresented groups in STEM or socioeconomically challenged backgrounds; (2) changed their attitudes about students' abilities as science majors, shifting away from a fixed-mindset perspective in which characteristics, such as intelligence, are perceived as innate and unalterable; and (3) modified their teaching approaches to promote inclusivity and cultural responsiveness.ConclusionFaculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.

Dataset Information

Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching.

Publications

Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching.

Similar Datasets

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