School Diversity Models Revisited: A Plea and First Evidence for a Domain Specific Approach

Autor/inn/en	Konings, Roy; Agirdag, Orhan; De Leersnyder, Jozefien
Titel	School Diversity Models Revisited: A Plea and First Evidence for a Domain Specific Approach
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 4, S.1127-1179 (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Konings, Roy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09784-0
Schlagwörter	Diversity (Institutional); Institutional Characteristics; Self Efficacy; Foreign Countries; Teacher Attitudes; Teaching Methods; Models; Cultural Pluralism; Educational Practices; Factor Analysis; Preservice Teachers; Student Attitudes; Teacher Education Programs; Culturally Relevant Education; Belgium + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Kulturpluralismus; Bildungspraxis; Faktorenanalyse; Schülerverhalten; Belgien
Abstract	Existing measures of school diversity models use general (abstract) scales to capture how schools approach ethnic-cultural diversity. We argue that it is important to measure such diversity models in (concrete) domain-specific ways. We first constructed a novel domain-specific scale that asks for teachers' perceptions of practices associated with three common cultural diversity models (i.e., assimilationism, color-blindness and pluralism) across four concrete domains (i.e., language, religion, curriculum and identity) in the school context. Using exploratory and confirmatory factor analyses on the responses of 309 Flemish pre- and in-service teachers, we examined whether domain-specific scales fitted the data better than more general scales. In a final step, we examined whether and how teachers' perceptions of domain-specific diversity models were differently related to their personal diversity beliefs, diversity knowledge and self-efficacy beliefs for culturally responsive teaching. We found that domain-specific diversity model scales fitted the data better than more general scales. Moreover, we found that these domain-specific scales were related to personal and educational diversity beliefs, multicultural teaching knowledge, and self-efficacy beliefs in expected directions. Highlighting the importance of a domain-specific approach, we did find that the correlations of diversity models with teacher and personal diversity beliefs were sometimes different depending on the domain in which the diversity model was applied. Together, these results highlight that it is important to capture school diversity models in concrete and domain specific ways. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01