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Colorblind and Multicultural Ideologies Are Associated With Faculty Adoption of Inclusive Teaching Practices.
Journal of Diversity in Higher Education ( IF 4.762 ) Pub Date : 2017-09-01 , DOI: 10.1037/dhe0000026
Oriana R. Aragón , John F. Dovidio , Mark J. Graham

Professional workshops aimed at increasing student diversity typically urge college-level science, technology, engineering, and math (STEM) educators to implement inclusive teaching practices. A model of the process by which educators adopt such practices, and the relationship between adoption and 2 ideologies of diversity is tested here. One ideology, colorblindness, downplays differences based on gender or color. The other, multiculturalism, embraces differences. Pathway modeling revealed reliable, discrete steps in the process of adoption. Independently, greater endorsement of colorblindness predicted adoption of fewer inclusive teaching practices, and multiculturalism predicted adoption of more practices. These findings inform national-level intervention efforts about the process by which educators adopt inclusive teaching practices, and suggest that interventions might consider educators’ personal beliefs and approaches to diversity.

中文翻译:

色盲和多元文化意识形态与教师采用包容性教学实践有关。

旨在增加学生多样性的专业研讨会通常会敦促大学水平的科学、技术、工程和数学 (STEM) 教育工作者实施包容性教学实践。这里测试了教育者采用这种做法的过程模型,以及采用与 2 种多样性意识形态之间的关系。一种意识形态,色盲,淡化了基于性别或肤色的差异。另一种是多元文化主义,包含差异。通路建模揭示了采用过程中可靠的、离散的步骤。独立地,对色盲的更多认可预示着采用较少的包容性教学实践,而多元文化主义则预示着采用更多的实践。这些发现为国家层面的干预工作提供了有关教育者采用包容性教学实践的过程的信息,
更新日期:2017-09-01
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