Educators beliefs about childhood, learning and scholarization of children in school and multi-ethnic contexts

Abstract

The content and sources of variability of 96 teachers' and 155 mothers' beliefs about children's development, education and school integration are analysed, as a function of ethnic group, educator's role and multicultural training and school ethnic majority vs. minority contexts. The factorial analysis revealed three factors including beliefs about development and education and one including the disadvantages of school integration for different children. Teachers and mothers only disagree on the nature of childhood related-beliefs. White and black mothers only disagree on school and family educational responsibilities related-beliefs. Teachers' training in multicultural education as well as the ethnic minority/majority school context also differentiates their beliefs.

DOI: http://dx.doi.org/10.17575/rpsicol.v16i2.483