Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms

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

Research output: Contribution to journalArticlepeer-review

46 Citations (Scopus)

Abstract

This study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students. Results from path model analyses with 433 beginning teachers showed that participants with multicultural beliefs reported higher motivational orientations (self-efficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching. Colorblind beliefs showed no relationships to the former constructs and were negatively related to reported willingness to adapt teaching to culturally diverse students.

Original languageEnglish
Pages (from-to)44-55
Number of pages12
JournalTeaching and Teacher Education
Volume48
DOIs
Publication statusPublished - 1 May 2015

Keywords

  • Beginning teacher
  • Colorblindness
  • Multiculturalism
  • Teacher professional competence

ASJC Scopus subject areas

  • Education

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