Enjoying cultural differences assists teachers in learning about diversity and equality: An evaluation of antidiscrimination and diversity training

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Abstract

The present study is based on a quasi-experimental research design and presents the results of an evaluation of Antidiscrimination and Diversity Training that took place at the Faculty of Education in Ljubljana, rooted in the anti-bias approach to educating diversity and equality issues (Murray & Urban, 2012). The experimental group included 52 in-service early childhood teachers attending the training, which consisted of a total of 120 hours. There was also a control group comprising 130 teachers. The ADT had a decisive impact on all of the measured variables: on an improvement in the participants’ knowledge of discrimination, and on increased support for positive measures and for the preservation of the cultural traditions and language of immigrant children. It was found that self-assessed personality characteristics are predictors of the teachers’ beliefs, especially the enjoying awareness of cultural differences variable, which correlates with all of the dependent variables.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What Professional Development Activities Will Help PK–12 Teachers Create Culturally Responsive Learning Environments?

While evidence is limited, suggestive studies describe multiple potential strategies that may help teachers build culturally responsive learning environments. Teacher professional development programs that offer concrete tasks of teaching, assessment, observation, and reflection may produce higher student test scores. Professional learning communities may help achieve the goals of creating more equitable and culturally responsive classrooms. […]

About this study

AGE: Adults

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

GENDER: All

HOST COUNTRY: Slovenia

HOST COUNTRY INCOME: Upper Middle

INTERVENTION DURATION: 120 hours

INTERVENTION: Teacher professional development

OUTCOME AREA: Education

REGION OF ORIGIN OF PARTICIPANT(S): Europe – East

STRENGTH OF EVIDENCE: Moderate

TYPE OF STUDY: Impact evaluation

YEAR PUBLISHED: 2013

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