Multicultural school leadership, multicultural teacher culture and the ethnic prejudice of Flemish pupils

被引：15

作者：

Vervaet, Roselien ^{[1
]}

Van Houtte, Mieke ^{[1
]}

Stevens, Peter A. J. ^{[2
]}

机构：

[1] Univ Ghent, Dept Sociol, CuDOS, Korte Meer 5, B-9000 Ghent, Belgium

[2] Univ Ghent, Dept Sociol, CuDOS, Korte Meer 3, B-9000 Ghent, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 76卷

关键词：

Empirical paper; Flemish secondary schools; Multicultural school leadership; Multicultural teaching; Pupils' ethnic prejudice; SOCIAL-JUSTICE; INTERGROUP RELATIONS; RACIAL PREJUDICE; STUDENTS; EDUCATION; POLICY; ACHIEVEMENT; PRINCIPALS; DIVERSITY; CONTACT;

D O I：

10.1016/j.tate.2018.08.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the association between multicultural school leadership, multicultural teaching and majority pupils' ethnic prejudice. Multilevel analyses were carried out on data of 2006 Flemish pupils in 38 Flemish secondary schools, collected through a written questionnaire. Multicultural leadership is not related to pupils' ethnic prejudice or teachers' degree of using examples and information from different cultures in their subject area. Nevertheless, when teachers implement more multicultural teaching, Flemish pupils seem to be less ethnically prejudiced. Preservice school leaders and teachers must be prepared to create a more multicultural school culture by learning how to cope with conflicting interethnic relations. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：68 / 77

页数：10

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