Teacher interpersonal competence for Dutch secondary multicultural classrooms

Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future

“…was the main variable of interest. In others (den Brok, Veldman et al, 2004;Levy, Wubbels, & Brekelmans, 1996;Wubbels et al, 2003) the number of western or non-western students was used, or a count was taken of the different ethnic groups within a class. There was only one study (den Brok, Brekelmans et al, 2004;den Brok, Veldman et al, 2004), in which whole classes were compared by distinguishing between monocultural and multicultural groups.…”

Effects of formative feedback on intrinsic motivation: Examining ethnic differences

“…i.e., immigrant youth show high aspirations and great optimism about their future which potentially would help them to be successful in their education (Fuligni, 1997;Suarez-Orozco et al, 2009), but they do not always benefit from these advantages, as shown in poor performance on several academic indicators (Central Bureau of Statistics, 2010;Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). In light of this paradox, it is of interest to identify in more detail how student motivation is (cultural differently) affected by the support they receive in their learning through formative feedback as it relates to their ethnic backgrounds (Dekker & Fischer, 2008;Massey, Gebhardt, & Garnefski, 2009;Wubbels, Den Brok, Veldman, & Van Tartwijk, 2006). Provision of formative feedback is considered a major tool for enhancing learning (Hattie, 2008;Wiliam, 2011), but it may have a differential impact on student learning, depending on the student's motivational needs and ethnic background (Ryan & Deci, 2000;Vollmeyer & Rheinberg, 2005).…”

Diversiteit en de pedagogische functie van het onderwijs

“…De negatieve invloed van discriminatie en verschil in behandeling van kinderen uit minderheidsgroepen op hun schoolprestaties is breed gedocumenteerd (zie Dilworth & Brown, 2001). Vo-leerlingen van niet-westerse origine oordelen negatiever over het interpersoonlijk gedrag van leerkrachten, dat resulteert in lagere prestaties en motivatie (Wubbels, 2006). Allochtone studenten uit het wetenschappelijk onderwijs (wo) voelen zich minder vaak thuis op de opleiding dan hun autochtone studiegenoten.…”