Teachers’ attitudes to cultural diversity: Results from a qualitative study in Russia and Taiwan

Frontiers in Psychology

article

Jui-Sheng Wang¹  Jesse Yu-Chen Lan²  Rezeda R. Khairutdinova³  Chulpan R. Gromova³ 

[1] Department of Accountancy and Graduate Institute of Finance, National Cheng Kung University;Department of Public Policy and Management, I-Shou University;Institute of Psychology and Education, Kazan ,(Volga Region) Federal University

关键词: Teacher attitudes;    Cultural Diversity;    immigrant children;    multiculturalism;    Ethnic;   

DOI  :  10.3389/fpsyg.2022.976659

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This study examined elementary school teachers' attitudes toward immigrant students and their families in Russia and Taiwan. Qualitative methodology was used for data collection. Teachers' attitudes and conceptual orientations toward cultural diversity in the classroom were identified. Teachers' attitudes were categorized into three groups: Attitudes toward children, parents, and diverse ethnic groups. The results showed that teachers had positive attitudes toward children with immigrant backgrounds and ambivalent attitudes toward their parents. The results showed that attitudes toward cultural diversity influence teachers' expectations of immigrant students' academic achievement and classroom teaching methods. The results indicate that greater levels of cross-cultural contact lead to a more tolerant approach by teachers in their classrooms.

【 授权许可】

CC BY