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Abstract
In this study, we investigate the association between a school’s ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, and ethnically unprejudiced teachers implement more MCT. These findings highlight the need for more research into the relationship between school features, the sociopsychological characteristics of teachers, and their involvement with MCT.
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Author Biographies
Roselien Vervaet is a PhD student working for the research team Cultural Diversity: Opportunities and Socialisation (CuDOS) at the Department of Sociology at Ghent University, Belgium. Her core topic are the determinants of ethnic prejudice among Flemish teachers and pupils against Turkish, Moroccan and Eastern European minority students.
Mieke Van Houtte is full professor and head of the research team CuDOS at Department of Sociology, Ghent University, Belgium. Her research interests cover diverse topics within the sociology of education, particularly the effects of structural and compositional school features on several diverse outcomes for students and teachers.
Peter A. J. Stevens is associate professor in Qualitative Research Methodology at Ghent University, Department of Sociology. His research focuses on race and ethnic relations and sociology of education.
