Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity

Abstract

The K–12 population has increased dramatically over the past 20 years with regard to cultural and linguistic diversity, thereby creating a critical need to prepare teachers for this diversity. This study conducted an analysis of teacher characteristics vis-à-vis their attitudinal beliefs about language-minority students. Using multivariate analysis, teachers' attitudinal beliefs about ELLs in academic settings were compared to teachers' ethnicity, linguistic proficiencies, number of minority students in class, and the amount of diversity preparation. Data for this study were gathered on 564 teachers using a 34-item survey. Findings suggest that attitudes are influenced by multiple factors to varying degrees, and all teachers regardless of ethnicity need to have exposure to diversity issues. Finally, findings suggest that the amount of diversity preparation, purposeful experiences with ELLs, and some degree of bilingualism may result in more positive attitudinal beliefs about language-minority students.

Notes

¹ We used the term Hispanic as groups’ ethnic identifier because this term was used by the majority of the respondents.

No Child Left Behind Act, Pub. L. No. 107–110, 115 Stat. 1425 (2002).

Statistical Program for Social Sciences for Windows, Version 15 [SPSS]. (2006). Chicago, IL: SPSS, Inc.