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The ethnic prejudice of Flemish teachers : the role of ethnic school composition and of teachability

Roselien Vervaet UGent, Fanny D'hondt, Mieke Van Houtte UGent and Peter Stevens UGent (2016) CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY. 22(4). p.552-562
abstract
Objectives: The aim of this study is to investigate the association between ethnic composition in school and the ethnic prejudice of teachers, controlling for the individual characteristics of teachers and their perceptions of pupils' teachability. Method: Multilevel analyses were carried out on data for 499 Flemish teachers in 44 Flemish (Belgian) secondary schools, collected through an online questionnaire. In this study, ethnic prejudice means a negative attitude to Moroccans, Turks, and Eastern Europeans. A scale was created by taking the mean scores for 18 items, with higher scores indicating greater ethnic prejudice (Quillian, 1995; Witte, 1999). Results: Teachers with long-term higher education or a university diploma are shown to be less ethnically prejudiced than teachers with a lower level of education. Moreover, teachers who work at a school with a greater number of ethnic minority pupils, and at the same time evaluate their pupils as more teachable, are less ethnically prejudiced. Conclusions: These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social characteristics, which can be the focus of social and organizational policy aimed at reducing ethnic prejudices.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
ethnic school composition, Flemish teachers, teachability, ethnic prejudice, RACIAL PREJUDICE, INTERGROUP CONTACT THEORY, MERE EXPOSURE, STUDENTS, EXPECTATIONS, STEREOTYPES, DIVERSITY, ATTITUDES, EDUCATION, MEDIATION ANALYSIS
journal title
CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
volume
22
issue
4
pages
552 - 562
publisher
APAPsycNET
Web of Science type
Article
Web of Science id
000385878200010
JCR category
ETHNIC STUDIES
JCR impact factor
2.04 (2016)
JCR rank
1/15 (2016)
JCR quartile
1 (2016)
ISSN
1099-9809
DOI
10.1037/cdp0000085
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
8059503
handle
http://hdl.handle.net/1854/LU-8059503
alternative location
http://dx.doi.org/10.1037/cdp0000085
date created
2016-09-02 14:03:14
date last changed
2018-04-26 07:59:01
@article{8059503,
  abstract     = {Objectives: The aim of this study is to investigate the association between ethnic composition in school and the ethnic prejudice of teachers, controlling for the individual characteristics of teachers and their perceptions of pupils' teachability. Method: Multilevel analyses were carried out on data for 499 Flemish teachers in 44 Flemish (Belgian) secondary schools, collected through an online questionnaire. In this study, ethnic prejudice means a negative attitude to Moroccans, Turks, and Eastern Europeans. A scale was created by taking the mean scores for 18 items, with higher scores indicating greater ethnic prejudice (Quillian, 1995; Witte, 1999). Results: Teachers with long-term higher education or a university diploma are shown to be less ethnically prejudiced than teachers with a lower level of education. Moreover, teachers who work at a school with a greater number of ethnic minority pupils, and at the same time evaluate their pupils as more teachable, are less ethnically prejudiced. Conclusions: These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social characteristics, which can be the focus of social and organizational policy aimed at reducing ethnic prejudices.},
  author       = {Vervaet, Roselien and D'hondt, Fanny and Van Houtte, Mieke and Stevens, Peter},
  issn         = {1099-9809},
  journal      = {CULTURAL DIVERSITY \& ETHNIC MINORITY PSYCHOLOGY},
  keyword      = {ethnic school composition,Flemish teachers,teachability,ethnic prejudice,RACIAL PREJUDICE,INTERGROUP CONTACT THEORY,MERE EXPOSURE,STUDENTS,EXPECTATIONS,STEREOTYPES,DIVERSITY,ATTITUDES,EDUCATION,MEDIATION ANALYSIS},
  language     = {eng},
  number       = {4},
  pages        = {552--562},
  publisher    = {APAPsycNET},
  title        = {The ethnic prejudice of Flemish teachers : the role of ethnic school composition and of teachability},
  url          = {http://dx.doi.org/10.1037/cdp0000085},
  volume       = {22},
  year         = {2016},
}

Chicago
Vervaet, Roselien, Fanny D’hondt, Mieke Van Houtte, and Peter Stevens. 2016. “The Ethnic Prejudice of Flemish Teachers : the Role of Ethnic School Composition and of Teachability.” Cultural Diversity & Ethnic Minority Psychology 22 (4): 552–562.
APA
Vervaet, R., D’hondt, F., Van Houtte, M., & Stevens, P. (2016). The ethnic prejudice of Flemish teachers : the role of ethnic school composition and of teachability. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY, 22(4), 552–562.
Vancouver
1.
Vervaet R, D’hondt F, Van Houtte M, Stevens P. The ethnic prejudice of Flemish teachers : the role of ethnic school composition and of teachability. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY. APAPsycNET; 2016;22(4):552–62.
MLA
Vervaet, Roselien, Fanny D’hondt, Mieke Van Houtte, et al. “The Ethnic Prejudice of Flemish Teachers : the Role of Ethnic School Composition and of Teachability.” CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 22.4 (2016): 552–562. Print.