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This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it. 相似文献
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Like in many other western countries the relationship between Muslims and non-Muslims in The Netherlands is characterized by segregation and negative intergroup attitudes. This study focusses on negative outgroup attitudes among adolescents. We tested whether the Integrated Threat Theory can explain prejudice in native as well as Muslim immigrant youth in The Netherlands. Using a sample of 671 native Dutch and 303 Muslim adolescents we found that Dutch natives scored higher on Negative Outgroup Attitudes, Intergroup Anxiety, Negative Stereotypes, and Negative Experiences, and lower on Contact and Multiculturalism than Muslims. Partial support for the Integrated Threat Theory was found in both samples, and explained variance was higher in the native Dutch sample. Implications include suggestions for interventions aimed at improving relationships. 相似文献
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论文提出发展公共图书馆多元文化服务是为了适应当代多元文化社会的需要,这样做,公共图书馆就能最大限度地实现四个基本文化功能,即教育、信息、文化和娱乐功能。 相似文献
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What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi 总被引：1，自引：0，他引：1
This study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, I analyzed the theories and philosophies underlying MTE course designs. The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity. An unexpected outcome was a new five-layer typology for MTE. 相似文献
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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. 相似文献
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The role of multicultural and colorblind ideologies and typicality in imagined contact interventions
Recent studies have demonstrated that simply imagining a positive interaction with an outgroup member reduces prejudice, especially if the outgroup member is typical of the whole outgroup. In this research, we tested how a multicultural vs. colorblind mindset might impact the efficacy of imagined contact with a typical or atypical outgroup member. Specifically, we tested the interactive effects between ideologies (multiculturalism vs. colorblindness) and the typicality of the outgroup member (typical vs. atypical) in the imagined encounter. Results revealed that participants exposed to the multicultural ideology who imagined an encounter with an atypical outgroup member expressed fewer positive perceptions (warmth and competence) toward both primary and secondary outgroups compared with respondents exposed to the multicultural ideology who imagined an interaction with a typical outgroup member, and compared with respondents exposed to a colorblind ideology (irrespective of typicality of the outgroup member). The study highlights the importance of considering the interaction between cultural ideologies and typicality during intergroup contact when designing interventions aimed at promoting positive intergroup perceptions. 相似文献
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This study examines the acculturation, experiences of discrimination and wellbeing of a representative sample of over 3000 adult second generation of immigrants in Canada; 43% were born in Canada, while 57% immigrated before the age of 12 years. Four acculturation profiles were created using two sense of belonging questions: those who have strong sense of belonging to both Canada and own ethnic group (integrated); those who have a strong sense of belonging to Canada only (assimilated); those who have strong sense of belonging to own ethnic group only (separated); and those who have weak sense of belonging to both Canada or own ethnic group (marginalised). In the study sample, 75% are in the integration group, 15% in assimilation, 6% in separation, and 5% in marginalization. Wellbeing is assessed with two questions about life satisfaction and self-rated mental health. Those in the integration group have a significantly higher level on both measures of wellbeing. The experience of discrimination is significantly associated with being in the separation group. The effect of discrimination on wellbeing varied by acculturation profile: marginalization amplifies the effect of discrimination, while assimilation mitigates it. Social and demographic factors also affect wellbeing, particularly having low levels of education, income and employment. Implications for the settlement process are suggested. 相似文献
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Multicultural ideology proposes that group memberships should be not just acknowledged but also valued in order to accommodate diversity and attain equality. In three studies conducted in Spain and Canada we analyzed, using different measures, the relationship between multicultural ideology on the one hand and prejudice, support for social policies, and motivation for social change on the other hand. In Spain we focused on responses to Gitanos (Spanish Roma) and, in Canada, on First Nations people. Results showed that multicultural ideology was related in both cases to lower prejudice and higher support for social policies to support the minority group and motivation for social change. The internal motivation to control prejudice was an important mediator of this relationship in both countries. In contrast, the way in which social identities are represented played a different role as a function of country: whereas a dual identity representation played a mediating role in Canada, a common identity representation was the mediator in Spain. These results support the importance of valuing cultural diversity to harmonize intergroup relations and to reduce inequalities between majorities and minority groups. 相似文献
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Axinja Hachfeld Adam HahnSascha Schroeder Yvonne Anders Petra StanatMareike Kunter 《Teaching and Teacher Education》2011,27(6):986-996
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. 相似文献