Preaching and practicing multicultural education: Predicting students' outgroup attitudes from perceived teacher norms and perceived teacher-classmate relations.

Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate interactions that may serve as an example to students. We investigated whether and how teacher norms and practices interact to affect students' attitudes, and whether these effects may differ for minority and majority students.

Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition.

Background: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students.

Aims: Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching.

Teaching in ethnically diverse classrooms: Examining individual differences in teacher self-efficacy.

Using data of 40 native Dutch teachers and their native majority (n=112) and ethnic minority students (n=180), this study examined to what extent teachers experience differences in self-efficacy in teaching individual majority and minority students. We hypothesized that teachers would feel less self-efficacious in relation to ethnic minority students and that the difference in self-efficacy would be more pronounced when ethnic group differences are more salient (i.e.

Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration.

This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level.