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

doi:10.1016/j.tate.2015.02.001

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

Department of Psychology

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

112 Citations (SciVal)

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 language	English
Pages (from-to)	44-55
Number of pages	12
Journal	Teaching and Teacher Education
Volume	48
DOIs	https://doi.org/10.1016/j.tate.2015.02.001
Publication status	Published - 1 May 2015

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). The authors thank Sean Hirschten, Jennifer L. Hesse and Susannah Goss for their editorial assistance.

Keywords

Beginning teacher
Colorblindness
Multiculturalism
Teacher professional competence

ASJC Scopus subject areas

Education

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10.1016/j.tate.2015.02.001

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Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. / Hachfeld, Axinja; Hahn, Adam; Schroeder, Sascha et al.
In: Teaching and Teacher Education, Vol. 48, 01.05.2015, p. 44-55.

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

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

Abstract

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