A Study of the Effects of Multicultural Training on the Factual Knowledge and Stereotypic Attitudes of Elementary and Secondary Teachers.

Autor/inn/en	Amodeo, Luiza B.; Martin, Jeanette
Titel	A Study of the Effects of Multicultural Training on the Factual Knowledge and Stereotypic Attitudes of Elementary and Secondary Teachers.
Quelle	(1982), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Cultural Differences; Elementary School Teachers; Elementary Secondary Education; Ethnic Stereotypes; Ethnicity; Inservice Teacher Education; Interpersonal Competence; Minority Groups; Multicultural Education; Program Effectiveness; Secondary School Teachers; Sex Differences; Sex Stereotypes; Social Attitudes; Teacher Attitudes; Teaching Experience + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Kultureller Unterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; National stereotype; Nationales Stereotyp; Ethnizität; Lehrerfortbildung; Interpersonale Kompetenz; Ethnische Minderheit; Multikulturelle Erziehung; Sex difference; Geschlechtsunterschied; Social attidude; Soziale Einstellung; Lehrerverhalten
Abstract	The effects of a graduate multicultural education course on 27 elementary and secondary teachers were studied. The subjects represented Chicano and Anglo ethnic groups. Teaching experience ranged from student teaching to eight years' experience. To help the subjects identify their own attitudes, questionnaires on ethnic and sex role identification were administered and discussed. During the course, discussions were held with ethnic and cultural groups and films were presented on the history and culture of various ethnic groups. Other activities included role playing and observing and analyzing non-verbal behavior. Pre- and posttests were given to determine the subjects' basic factual knowledge and their attitudes toward minority groups. Analysis of ethnic knowledge test results revealed that all groups scored within one point of each other and all groups gained in the posttest scores. There were no main effect differences in the pre- and posttest scores on the cultural attitude test. Males who had taught three years or less had fewer stereotypic attitudes than those who had taught more than three years. The opposite was true for females. Elementary teachers with more than three years teaching experience had fewer stereotypic attitudes than those with less experience. However, secondary teachers showed the reverse of this attitude. Subjects' ethnic heritage had no significant effect on the results of the cultural attitude test. The subjects had fewer stereotypic attitudes toward Native Americans after the course. No differences among groups were found in the cultural attitude subtest scores on blacks. The results suggest that a six-week course is not long enough to have a significant influence on attitudes. Test results are presented in tabular form. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01