Exploring the effects of teacher’s beliefs about cultural diversity on teachers learning intentions

Abstract

Classrooms in the Netherlands are becoming increasingly diverse, presenting unique contexts and challenges to schools and educators. Different beliefs that teachers hold about cultural diversity have been associated with differences in the execution of teaching practices. Teachers’ beliefs regarding cultural diversity have often been categorized into two approaches; multiculturalism and colorblind approaches. This study attempted to explore the type of beliefs held by teachers in the Netherlands concerning cultural diversity, and how these beliefs may influence a teacher’s intention to learn and adjust their teaching to better suit the needs of diverse students. This adjustment in a teachers’ practice is reflective of culturally responsive teaching. A case study of 7 participants with significant experiences in multicultural classrooms was undertaken using semi-structured interviews and vignettes. Teacher beliefs were found to be largely multicultural with some instances of colorblind beliefs, but the two were not mutually exclusive within participants. Learning intentions could not be tied to specific beliefs but were more influenced by professional environment, level of experience and past experiences. Further research can begin to explore the potential benefits of integrating these two beliefs in multicultural classrooms.