Assessing teachers' multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale

Axinja Hachfeld; Adam Hahn; Sascha Schroeder; Yvonne Anders; Petra Stanat; Mareike Kunter

doi:10.1016/j.tate.2011.04.006

Assessing teachers' multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale

Axinja Hachfeld, Adam Hahn, Sascha Schroeder, Yvonne Anders, Petra Stanat, Mareike Kunter

Department of Psychology

Research output: Contribution to journal › Article › peer-review

92 Citations (SciVal)

Abstract

The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism.

Original language	English
Pages (from-to)	986-996
Number of pages	11
Journal	Teaching and Teacher Education
Volume	27
Issue number	6
DOIs	https://doi.org/10.1016/j.tate.2011.04.006
Publication status	Published - 1 Aug 2011

Funding

The COACTIV-R research project at the Max Planck Institute for Human Development was funded by the Max Planck Society’s Strategic Innovation Fund (2008–2010) .

Keywords

Beginning teachers
Color-blindness
Immigrant students
Multiculturalism
Teacher beliefs

ASJC Scopus subject areas

Education

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10.1016/j.tate.2011.04.006

Cite this

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Assessing teachers' multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale

Abstract

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Keywords

ASJC Scopus subject areas

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