Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism

Abstract

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

“…Although a teacher's multicultural awareness and competence are at the core of equitable instruction to ELLs, her or his attitude and disposition toward such students are equally important (Burden, 2011;Columna et al, 2010). Attitudes can have an impact on the motivation teachers have to relate to students that in turn can affect students' motivation to learn.…”

“…In a recent study, Columna et al (2010) interviewed physical education teachers about their attitudes toward cultural pluralism and diversity and found most teachers valued and acknowledge the importance of diversity, but struggled with ideas on how to implement culturally responsive practice. Essential to acquiring knowledge and skill in using culturally relevant pedagogies, teacher candidates must become aware of ethnic and cultural factors that influence ELLs' transition to English language learning.…”

“…This calls for (a) a more aggressive recruitment of culturally and linguistically diverse (CLD) teachers and professionals into higher education (Burden, Hodge, O'Bryant, & Harrison, 2004) and (b) the infusion of ethnorelative 11 approaches into teacher education programs in the preparation of teachers (Columna, Foley, & Lytle, 2010). This advocacy is supported by empirical studies that reaffirm the importance of recruiting and retaining teachers from diverse cultures (e.g., African American and Hispanic) to better reflect the increasing diversity of today's schools (Burden, Hodge, & Harrison, 2012;Columna et al, 2010;Harrison, Carson, & Burden, 2010). DeSensi (1995) introduced the concepts of ethnocentric and ethnorelativistic perspectives within the physical education literature.…”

Einstellungen und Motivation bezogen auf kulturell-ethnisch heterogene Schülerinnen- und Schülergruppen und ihre Bedeutung für differenzielle Instruktion im Unterricht

“…Differenzielle Befunde zwischen Lehrkräften lassen sich hinsichtlich des Merkmals Geschlecht sowie in Bezug auf Alter und Schulform feststellen (Huang 2007;Huang und Fraser 2009;Lam et al 2010;Fischer und Ehmke 2019). So berichten weibliche Lehrkräfte positivere Einstellungen in Bezug auf kulturell-ethnische Vielfalt, höhere Motivation kulturell-ethnisch heterogene Lerngruppen zu unterrichten und sie sind eher dazu bereit kulturell-ethnische Heterogenität im Unterricht zu berücksichtigen (Columna et al 2010;Ford und Quinn 2010;Hartwig et al 2017;Fischer und Ehmke 2019). Darüber hinaus zeigen weibliche Lehrkräfte auch in Bezug auf andere Formen von Heterogenität eher die Bereitschaft diese im Unterricht zu berücksichtigen, als ihre männlichen Kollegen (Ellins und Porter 2005).…”

Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

“…Ernst-Slavit and Mason (2011) have asserted that the meaning of technical phrases in physical education (PE), such as object control and locomotor skills, is easily understood by most English-speaking elementary-age students, but is much more difficult for their ELL peers. Communication differences may have negative implications for teachers and ELLs in PE environments (Burden, Columna, Hodge, & Martínez de la Vega Mansilla, 2013; Columna, Foley, & Lytle, 2010; Columna & Lieberman, 2011; Lieberman, Columna, Martinez de la Vega, & Taylor, 2010). Language differences are key factors in the gap in academic achievement between English-speaking students and ELLs (Wong Fillmore, 2004).…”