Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Abacioglu, Ceren Su; Zee, Marjolein; Hanna, Fadie; Soeterik, I.M.; Fischer, Agneta H.; Volman, Monique

doi:10.1016/j.tate.2019.102887

Cited by 32 publications

(26 citation statements)

References 71 publications

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“…13.1% of the sample did not specify their ethnic backgrounds. The participants were predominantly female and white, as also found in previously published studies conducted in the Netherlands (e.g., Abacioglu et al, 2019;Van Den Bergh, Denessen, Hornstra, Voeten, & Holland, 2010). Our sample demographics mirror the teaching force in the Netherlands, which has been increasing in diversity, but is still fairly homogenous.…”

Section: Methodssupporting

confidence: 73%

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

Abacioglu

Volman

Fischer

2019

Brit J of Edu Psychol

Self Cite

106

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Background Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. Aims The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers’ multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers’ professional development and interventions. Sample A total of 143 primary school teachers from different parts of the Netherlands responded to our online survey. Methods We conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers’ engagement in two separate but related components of CRT (i.e., socially sensitive and culturally sensitive teaching). Results Results of our analysis yielded significant relationships between the two teacher qualities and the frequency with which teachers engage in socially and culturally sensitive teaching. Perspective taking was a stronger predictor for both aspects of CRT. Conclusion These findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds. Our results are promising as these qualities are malleable and thus can be improved.

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Section: Methodssupporting

confidence: 73%

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

Abacioglu

Volman

Fischer

2019

Brit J of Edu Psychol

Self Cite

106

View full text Add to dashboard Cite

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“…Few studies have controlled for the gender of teachers. The studies present in this review have shown that female teachers have less negative implicit attitudes (Abacioglu et al, 2019;Chin et al, 2020).…”

Section: Teacher's and School's Characteristicsmentioning

confidence: 71%

“…When studies are conducted on experienced teachers, the results are the same, with the presence of implicit negative attitudes toward ethnic minority students (van den Bergh et al, 2010;Vezzali et al, 2012;Conaway and Bethune, 2015;Kumar et al, 2015;Glock and Böhmer, 2018;Harrison and Lakin, 2018a;Kleen and Glock, 2018;Chin et al, 2020). Just one study found a positive implicit attitude toward ethnic majority students but not a negative one toward ethnic minority students (Abacioglu et al, 2019).…”

Section: Teaching Statusmentioning

confidence: 95%

“…One study also showed how prejudice reduction techniques carried out by teachers, such as the promotion of positive and inclusive intergroup attitudes and relationships between students of different ethnic and cultural backgrounds, can have a positive effect on students, who then appear more engaged (Abacioglu et al, 2019).…”

Section: Teacher's Evaluation Of Students' Academic Achievement and Behavior In Classmentioning

confidence: 99%

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Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

2021

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Although instruments to assess implicit attitudes were introduced more than 20 years ago, still there are few studies in the field of education that use them, despite the evidence that teachers with negative implicit attitudes can negatively affect the academic performance of their students. This review aims to summarize the results of studies that investigated the relationship between implicit ethnic attitudes of teachers and achievement of students. The review was conducted according to PRISMA-statement through searches in the scientific database PsychINFO, PsycARTICLES, and ERIC. Nineteen studies were included. Results show that overall teachers (from different school levels and different countries) hold negative implicit attitudes toward ethnic minority students, which play an important role in affecting the academic path of these groups of students. This review highlights the need to continue to use implicit attitudes procedures in future researches, in order to identify those factors that may contribute to the formation and expression of implicit attitudes of teachers; and the need to increase awareness of the implicit attitudes and multicultural practices of teachers in teaching programs.

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“…Further, other studies have provided evidence that supports the link between teachers’ attitudes towards inclusive education and/or their self‐efficacy beliefs with their use of inclusive teaching practices (e.g., Bosse et al, 2016; De Neve, Devos, and Tuytens, 2015; Holzberger, Philipp, and Kunter, 2013; Knauder and Koschmieder, 2019; Schüle, Schriek, Besa, and Arnold, 2016; Sharma and Sokal, 2016). In a recent study by Abacioglu et al (2019), it was revealed that teachers’ multicultural attitudes are linked with reduction in prejudice.…”

Section: Introductionmentioning

confidence: 98%

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Schwab

Alnahdi

2020

Research in Spec Educ Needs

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Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Cited by 32 publications

References 71 publications

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

Teachers’ Implicit Attitudes Toward Ethnic Minority Students: A Systematic Review

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

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