Behind Cultural Competence: The Role of Causal Attribution in Multicultural Teacher Education

Yang, Yan; Montgomery, Diane

doi:10.14221/ajte.2011v36n9.1

Cited by 23 publications

(10 citation statements)

References 47 publications

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“…Teachers' thinking and their understanding of culture and diversity are reflected in their actions, planning and evaluation, and their expectations about the students and their academic and personal development. Recent studies (OECD, 2009;Dedeoglu & Lamme, 2011;Yang & Montgomery, 2011) verify this complex correspondence between knowledge, beliefs, and teaching practices in the classroom. Therefore, the consideration of the teacher and his/her perceptions, beliefs, and attitudes seems to be a key factor in teacher training, especially in the case of cultural diversity.…”

Section: Introductionmentioning

confidence: 89%

Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Pareja¹,

López²

2018

AJTE

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Section: Introductionmentioning

confidence: 89%

Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Pareja¹,

López²

2018

AJTE

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“…When teachers critically examine their own sociocultural identities and the inequities between students of color and schools that support institutionalized racism/classism to maintain a privileged society, they exhibit characteristics of CRP . Additionally, we can see how examining one's sociocultural consciousness alters the educational experiences of teachers and students of color, using two frames: knowledge (amount of cultural depth a teacher has of diversity) and praxis (the pedagogical practices the teachers use to work successfully with diverse students) (Yang & Montgomery, 2011). CRP rests on the notion that "teachers cannot teach children effectively until they have come to understand critically the effect of their own enculturation into teaching" Yerrick et al, 2011).…”

Section: Pedagogical Content Knowledge Framework Through a Critical Lensmentioning

confidence: 99%

Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

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Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

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“…They also have worse relationships with the surrounding people and get sick more often than optimists (Селигман, 2006). Research shows that causative attribution style plays the main role in interpersonal relationship formation and relationship between the person and the environment (Yang et al, 2011). It was determined that optimists explain failure referring to specific reasons, while pessimists believe that bad events have a universal explanation and good things (Seligman, 1991 The Methods: 1.…”

Section: Introductionmentioning

confidence: 99%

Research of 1st and 4th Form Gymnasium Student Externality – Internality and Causal Attribution Style Peculiarities and Links

Bakševičius¹,

Korsakienė²

2015

Education in a Changing Society

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The article presents a research aimed to determine externality -internality and causal attribution style peculiarities and links among 1 st and 4 th form gymnasium students. During the research it was determined that girls are more internal personalities than boys, also there was determined a statistically significant connection between student externality -internality and causal attribution style, i.e. with the increase of internality events are interpreted in a more optimistic way. It was determined, that externality -internality does not differ among 1 st and 4 th form gymnasium students, and there are mostly internal personalities. There were no statistically significant causal attribution style differences determined among 1 st and 4 th form gymnasium students and among boys and girls. KEY WORDS: locus of control, externality, internality, causal attribution style.

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Behind Cultural Competence: The Role of Causal Attribution in Multicultural Teacher Education

Cited by 23 publications

References 47 publications

Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Negotiating White science in a racially and ethnically diverse United States

Research of 1st and 4th Form Gymnasium Student Externality – Internality and Causal Attribution Style Peculiarities and Links

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