Citation

Despite working in a highly multicultural environment teachers continue to maintain deficit attitudes to diversity within their classrooms (Australia)

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Abstract:

This paper compares and contrasts the beliefs to their very culturally diverse student cohort of staff who teach mostly Senior students (years 10 to 12) and those who teach mostly junior students (year 7 to 9) from two neighbouring and merging secondary (high) schools, in order to determine whether or not there was evidence of cultural understanding and acceptance of their diversity. Whilst both schools attract students from the same neighbourhood, one attracts a very diverse cohort and has developed many new programs for these migrant and refugee students, compared to the other that is very traditional and publicly sets very high academic achievement expectations for their students. We found that in fact there is just as great an impact on older students when they are from very diverse backgrounds and this was exacerbated by the majority of teachers in the secondary school who could be identified as middle-class, mostly white and from comparably advantaged backgrounds. Despite working in a highly multicultural environment, in a school that acknowledges the requirement to engage with student difference and diversity, teachers continue to maintain deficit attitudes to diversity within their classrooms. The question for school Principals and School Leaders then becomes how to mitigate the impact of negative teachers on their student cohort so that students can improve their self image and self expectations and consequently achieve real success.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378140_index.html
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MLA Citation:

O'Bree, Meredith. "Despite working in a highly multicultural environment teachers continue to maintain deficit attitudes to diversity within their classrooms (Australia)" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378140_index.html>

APA Citation:

O'Bree, M. "Despite working in a highly multicultural environment teachers continue to maintain deficit attitudes to diversity within their classrooms (Australia)" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378140_index.html

Publication Type: Symposium Paper
Abstract: This paper compares and contrasts the beliefs to their very culturally diverse student cohort of staff who teach mostly Senior students (years 10 to 12) and those who teach mostly junior students (year 7 to 9) from two neighbouring and merging secondary (high) schools, in order to determine whether or not there was evidence of cultural understanding and acceptance of their diversity. Whilst both schools attract students from the same neighbourhood, one attracts a very diverse cohort and has developed many new programs for these migrant and refugee students, compared to the other that is very traditional and publicly sets very high academic achievement expectations for their students. We found that in fact there is just as great an impact on older students when they are from very diverse backgrounds and this was exacerbated by the majority of teachers in the secondary school who could be identified as middle-class, mostly white and from comparably advantaged backgrounds. Despite working in a highly multicultural environment, in a school that acknowledges the requirement to engage with student difference and diversity, teachers continue to maintain deficit attitudes to diversity within their classrooms. The question for school Principals and School Leaders then becomes how to mitigate the impact of negative teachers on their student cohort so that students can improve their self image and self expectations and consequently achieve real success.


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