Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers' Ethnic Prejudice

《Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers' Ethnic Prejudice》

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关键字: Flemish teachers; multicultural teaching; ethnic school composition; track; ethnic prejudice; RACIAL PREJUDICE; CITIZENSHIP EDUCATION; CULTURAL-DIVERSITY; MERE EXPOSURE; ATTITUDES; STUDENTS; INSTRUMENT; IMMIGRANT; BELGIUM; RACE

作者单位: [Vervaet, Roselien; Van Houtte, Mieke] Univ Ghent, Dept Sociol, Res Team Cultural Divers Opportun & Socialisat Cu, Korte Meer 5, B-9000 Ghent, Belgium. [Stevens, Peter A. J.] Univ Ghent, Dept Sociol, Qualitat Res Methodol, Ghent, Belgium. Vervaet, R (reprint author), Univ Ghent, Dept Sociol, Res Team Cultural Divers Opportun & Socialisat Cu, Korte Meer 5, B-9000 Ghent, Belgium. E-Mail: Roselien.Vervaet@UGent.be

摘要: In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, and ethnically unprejudiced teachers implement more MCT. These findings highlight the need for more research into the relationship between school features, the sociopsychological characteristics of teachers, and their involvement with MCT.