000K  utf8
1100  2022$c2022-10-21
1500  eng
2050  urn:nbn:de:gbv:27-dbt-20221110-091351-001
2051  10.3389/fpsyg.2022.953068
3000  Ulbricht, Jolina
3010  Civitillo, Sauro
3010  Noack, Peter
3010  Schachner, Maja K.
4000  Teachers’ acculturation in culturally diverse schools - How is the perceived diversity climate linked to intercultural self-efficacy?  [Ulbricht, Jolina]
4060  13 Seiten
4209  While in the school context, acculturation is often studied in relation to students of immigrant descent, the current study applies an acculturation framework to teachers mostly representing the mainstream culture. Specifically, we investigated whether teachers’ acculturation attitudes towards their students mediate effects of the perceived cultural diversity climate at school on teachers’ intercultural self-efficacy in culturally diverse classrooms. Analyses were based on reports of 186 teachers (14% of immigrant descent; M age  = 40.8; SD age  = 11.8, 73% female) in 22 culturally diverse secondary schools in Southwest Germany. Path analyses indicated that perceived norms of cultural pluralism , and perceived norms of equality and inclusion are directly and positively associated with facets of intercultural self-efficacy. Moreover, teachers’ support for cultural maintenance amongst their students was associated with intercultural self- efficacy, but no mediation was found between climate and intercultural self-efficacy via acculturation attitudes. Implications for teacher training, educational practice and future research on the acculturation and adjustment of teachers in culturally diverse classrooms are discussed.
4950  https://doi.org/10.3389/fpsyg.2022.953068$xR$3Volltext$534
4950  https://nbn-resolving.org/urn:nbn:de:gbv:27-dbt-20221110-091351-001$xR$3Volltext$534
4961  https://www.db-thueringen.de/receive/dbt_mods_00053786
5051  150
5550  acculturation
5550  acculturation attitudes
5550  school climate
5550  self-efficacy
5550  teacher