La amenaza cultural y la actitud de los docentes chilenos hacia la multiculturalidad en la escuela: el rol de la ansiedad exogrupal y la sensibilidad intercultural
DOI
10.22550/2174-0909.4038
Abstract
In Chile, the arrival of immigrant students has had significant consequences for teachers, who have had to adapt quickly and with few resources to a new school reality. This makes it relevant to study variables affecting their attitudes towards immigrant students. This work aimed to determine the role of outgroup anxiety and intercultural sensitivity in the relationship between cultural threat and attitudes toward multiculturalism at school in a sample of 190 primary and secondary education teachers. A sequential mediation model was carried out. Outcomes show the direct effect of cultural threat on teachers’ attitudes towards multiculturalism at school, as well as its indirect effects through outgroup anxiety and intercultural sensitivity. The model explains 55% of the variability of the dependent variable. Results stress the importance of attending to the socio-cognitive and emotional processes affecting teachers’ beliefs and attitudes regarding immigrant students to facilitate teaching work and school relationships.
Financiación | Funding
This study was carried out thanks to the sponsorship of the Fondecyt projects of the National Agency for Research and Development (ANID) of Chile No. 11221110 and No. 1221952.
Referencias | References
Abacioglu, C. S., Zee, M., Hanna, F., Soeterik, I. M., Fischer, A. H., & Volman, M. (2019). Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement. Teaching and Teacher Education, 86, 102887. https://doi.org/10.1016/j.tate.2019.102887
Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74, 21-34. https://doi.org/10.1016/j.tate.2018.04.010
Agirdag, O., Van Houtte, M., & Avermaet, P. (2012). Why does the ethnic and socio-eco- nomic composition of schools influence math achievement? The role of sense of futility and futility culture. European Sociological Review, 28 (3), 366-378. https://doi.org/10.1093/esr/jcq070
Aierdi, X., Álvarez, I., Bonelli, L., Garaizabal, C. & Wagman, D. (2004). Inmigración. Nuestros miedos e inseguridades [Immigration. Our fears and insecurities]. Tercera Prensa.
Alexandra, V. (2018). Predicting CQ development in the context of experiential cross-cultural training: The role of social dominance orientation and the propensity to change stereotypes. Academy of Management Learning & Education, 17 (1), 62-78. https://doi.org/10.5465/amle.2015.0096
Akcaoğlu, M. Ö., & Kayiş̇, A. R. (2021). Teacher candidates’ multicultural attitude and self-efficacy: the mediating role of intercultural sensitivity. Cukurova University Faculty of Education Journal, 50 (2), 1241-1262. https://dergipark.org.tr/en/pub/cuefd/issue/65577/884922
Allport, G. W. (1968). The historical background of modern social psychology. In G. Lindzey, & E. Aronson (Eds.), Handbook of social psychology (vol. 1) (pp. 1-80). Addison-Wesley.
Alonso, M. L. (2011). El impacto de la diversidad sociocultural en la escuela primaria desde la perspectiva del docente: perfil psicosocial y (re) construcción de significados [Doctoral Dissertation, Universidad del País Vasco]. Archivo Digital Docencia Investigación. http://hdl.handle.net/10810/12162
Argüello-Gutiérrez, C., López-Rodríguez, L., & Vázquez, A. (2024). The effect of moral foundations on intergroup relations: The salience of fairness promotes the acceptance of minority groups. Social Psychological and Personality Science, 15 (1), 93-105. https://doi.org/10.1177/19485506231162161
Bennet, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10 (2), 179-196. https://doi.org/10.1016/0147-1767(86)90005-2
Beniscelli, L., Riedemann, A., & Stang, F. (2019). Multicultural y, sin embargo, asimilacionista. Paradojas provocadas por el currículo oculto en una escuela con alto porcentaje de alumnos migrantes [Multicultural, yet assimilationist. Paradoxes caused by the hidden curriculum in a school, with a high percentage of migrant students]. Calidad en la educación, (50), 393-423. https://doi.org/10.31619/caledu.n50.522
Berry, J. W., Kalin, R. & Taylor, D. (1977). Multi-culturalism and ethnic attitudes in Canada. Ministry of Supply and Services.
Blazevic, I., Bulić, M., & Batarelo Kokic, I. (2023, 30 June). The relation between intercultural sensitivity and multicultural teaching competency of primary school teachers [Conference Presentation]. International Conference Didactic Challenges IV: Future Studies in Education, Osijek, Croacia. https://bit.ly/blazevic
Cala, V. C., Soriano-Ayala, E., & López-Martínez, M. J. (2018). Actitudes hacia personas refugiadas y ciudadanía europea inclusiva. Análisis para una propuesta educativa intercultural con el profesorado en formación [Attitudes toward refugees and inclusive European citizenship. Analysis for an intercultural educational proposal with teachers in training]. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 24 (2), 2. https://doi.org/10.7203/relieve.24.2.13320
Cerón, L., Pérez, M., & Poblete, R. (2017). Percepciones docentes en torno a la presencia de niños y niñas migrantes en escuelas de Santiago: retos y desafíos para la inclusión [Teachers’ perceptions regarding the presence of migrant boys and girls in schools of Santiago: Challenges for inclusion]. Revista latinoamericana de educación inclusiva, 11 (2), 233-246. https://doi.org/10.4067/S0718-73782017000200015
Chen, G.-M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15. https://digitalcommons.uri.edu/comfacpubs/36/
Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the air: A nation-wide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 49 (8), 566-578. https://doi.org/10.3102/0013189X20937240
Crozier, G., & Davies, J. (2008). ‘The trouble is they don’t mix’: Self-segregation or enforced exclusion? Race Ethnicity and Education, 11 (3), 285-301. https://doi.org/10.1080/13613320802291173
Dozo, N. (2015). Gender differences in prejudice: A biological and social psychological analysis [Doctoral Dissertation, University of Queensland]. UQ eSpace. https://doi.org/10.14264/uql.2015.777
Dubbeld, A., de Hoog, N., den Brok, P., & de Laat, M. (2019). Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout. Intercultural Education, 30 (6), 1-19. https://doi.org/10.1080/14675986.2018.1538042
Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14 (1), 1. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/658
Flanagan-Bórquez, A., Benavides-Cereceda, C., Fuentes-Madariaga, C., Kraemer-Ibaceta, S., & Sepúlveda-Vicencio, M. (2021). Estudio sobre las experiencias de docentes chilenos que trabajan con estudiantes inmigrantes en escuelas públicas de la región de Valparaíso, Chile [Study on the experiences of chilean teachers who work with immigrant students in public schools in the Valparaiso region, Chile]. Perspectiva Educacional, 60 (3), 32-56. https://doi.org/10.4151/07189729-vol.60-iss.3-art.1218
Glock, S., Kovacs, C., & Pit-ten, I. (2019). Teachers’ attitudes towards ethnic minority students: Effects of schools’ cultural diversity. British Journal of Educational Psychology, 89 (4), 616-634. https://doi.org/10.1111/bjep.12248
González, J. A., Villarroel, A. B., & Bastías, L. S. (2023). La educación intercultural en Chile. Estrategias pedagógicas en profesores jefes [Intercultural education in Chile. Pedagogical strategies in head teachers]. Palimpsesto, 13 (22), 97-116. https://doi.org/10.35588/pa.v13i22.6129
Grütter, J., Meyer, B., Philipp, M., Stegmann, S., & van Dick, R. (2021). Beyond ethnic diversity: The role of teacher care for interethnic relations. Frontiers in Education, 5, 586709. https://doi.org/10.3389/feduc.2020.586709
Gutentag, T., Horenczyk, G., & Tatar, M. (2018). Teachers’ approaches toward cultural diversity predict diversity-related burnout and self-efficacy. Journal of Teacher Education, 69 (4), 408-419. https://doi.org/10.1177/0022487117714244
Haenni, A., Wolfgramm, C., Müller, M., Heinzmann, S., & Buholzer, A. (2019). Immigrant students and their teachers. Exploring various constellations of acculturation orientations and their impact on school adjustment. Intercultural Education, 30 (5), 478-494. https://doi.org/10.1080/14675986.2019.1586214
Horenczyk, G., & Tatar, M. (2002). Teachers’ attitudes toward multiculturalism and their perceptions of the school organizational culture. Teaching and Teacher Education, 18 (4), 435-445. https://doi.org/10.1016/S0742-051X(02)00008-2
Instituto Nacional de Estadísticas y Servicio Nacional de Migraciones. (2022). Informe de resultados de la estimación de personas extranjeras residentes en Chile al 31 de diciembre de 2021. Desagregación nacional, regional y principales comunas [Report on the results of the estimate of foreign residents in Chile as of 31 December 2021. National, regional and main communes disaggregation]. Instituto Nacional de Estadística; Servicio Nacional de Migraciones. Recuperado el 14 de diciembre de 2023 de https://bit.ly/ineysermig
Jiménez, F., & Fardella, C. (2015). Diversidad y rol de la escuela: discursos del profesorado en contextos educativos multiculturales en clave migratoria [Diversity and roles at schools: Teachers’ discourse in multicultural educational contexts]. Revista Mexicana de Investigación Educativa, 20 (65), 419-441.
Koc, Y., & Anderson, J. R. (2018). Social distance toward Syrian refugees: The role of intergroup anxiety in facilitating positive relations. Journal of Social Issues, 74 (4), 790-811. https://doi.org/10.1111/josi.12299
Khukhlaev, O., Novikova, I., & Chernaya, A. (2022). Interpersonal mindfulness, intergroup anxiety, and intercultural communication effectiveness among international students studying in Russia. Frontiers in Psychology, 13, 841361. https://doi.org/10.3389/fpsyg.2022.841361
Khukhlaev, O. E., Pavlova, O. S., Khakimov, E. R., & Khukhlaeva, O. V. (2021). Measuring intercultural competence in teachers: Development and evaluation of situational judgment test. Psychological Science and Education, 26 (6), 46-57. https://bit.ly/Khukhlaev
Kim, H., & Connelly, J. (2019). Preservice teachers’ multicultural attitudes, intercultural sensitivity, and their multicultural teaching efficacy. Educational Research Quarterly, 42 (4), 3-20.
León, B., Mira, A. R., & Gómez, T. (2007). An evaluation of opinions concerning immigration and multiculturality in the school for teacher training. Electronic Journal of Research in Educational Psychology, 5 (12), 259-282. https://dspace.uevora.pt/rdpc/handle/10174/10701
Makarova, E., ‘t Gilde, J., & Birman, D. (2019). Teachers as risk and resource factors in minority students’ school adjustment: An integrative review of qualitative research on acculturation. Intercultural Education, 30 (5), 448-477. https://doi.org/10.1080/14675986.2019.1586212
Martínez-Zelaya, G. P., Mera-Lemp, M. J., & Bilbao, M. (2020). Preferencias aculturativas y su relación con la sensibilidad intercultural y el bienestar [Acculturative preferences, intercultural sensitivity and well-being: Chileans as a receiving society to Latin American immigration]. Revista de Psicología, 29 (2). https://doi.org/10.5354/0719-0581.2020.55961
McCorkle, W., & Rodriguez, S. (2023). Levels of nationalism among middle and high school social studies teachers: Implications for promoting equity for immigrant students and with educators. Journal of Social Studies Research, 47 (2), 92-107. https://doi.org/10.1016/j.jssr.2022.01.004
Mendes, W. B., & Koslov, K. (2013). Brittle smiles: Positive biases toward stigmatized and outgroup targets. Journal of Experimental Psychology: General, 142 (3), 923-933. https://doi.org/10.1037/a0029663
Mera-Lemp, M. J., Bilbao, M., & Basabe, N. (2020). School satisfaction in immigrant and Chilean students: The role of prejudice and cultural self-efficacy. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.613585
Mera-Lemp, M. J., Bilbao, M., Martínez-Zelaya, G., & Garrido, A. (2021). Los estudiantes de carrera en educación preescolar ante la inmigración latinoamericana en Chile [Early childhood education students and Latin American immigration in Chile]. Revista Electrónica de Investigación Educativa, 23,e23, 1-14. https://doi.org/10.24320/redie.2021.23.e23.3659
Ministerio de Educación, Centro de Estudios. (2023). Informe estadístico del sistema educacional con análisis de género 2023 (con datos del año 2022). Documento de trabajo 30 [Statistical report on the education system with gender analysis 2023 (with data from 2022). Working document 30]. Ministerio de Educación. https://bibliotecadigital.mineduc.cl/handle/20.500.12365/19641
Monreal, T., & McCorkle, W. (2021). Social studies teachers’ attitudes and beliefs about im- migration and the formal curriculum in the United States south: A multi-methods study. The Urban Review, 53 (1), 1-42. https://doi.org/10.1007/s11256-020-00561-3
Morales, M., Ortiz, S., Cárdenas, K., López, V., & Torres-Vallejos, J. (2022). Caracterización de la gestión de la convivencia escolar en Chile [Characterization of school coexistence in Chile]. Perspectiva Educacional, 61 (3), 80-101. https://doi.org/10.4151/07189729-Vol.61-Iss.3-Art.1286
Nguyen, L. A., & Boreczky, Á. (2022). Diversity and Hungarian teachers’ views on nationalism, migration and multiculturalism. Intercultural Education, 33, 264-281. https://doi.org/10.1080/14675986.2022.2070376
Obach, A., Sirlopú, D., & Urrutia, C. (2021). Imaginario social de docentes y profesionales de salud de tres colegios de Santiago sobre el cuerpo y la sexualidad de escolares migrantes latinoamericanos [Social imaginary of teachers and health professionals from three schools in Santiago about body and sexuality of Latin American migrant students]. Revista Chilena de Antropología, (43), 216-232. https://doi.org/10.5354/0719-1472.2021.64441
Organización Internacional del Trabajo. (2023). Estrategia regional de la OIT de migración laboral y movilidad humana en América Latina y el Caribe 2023-2030 [ILO regional strategy on labour migration and human mobility in Latin America and the Caribbean 2023-2030]. Organización Internacional del Trabajo. https://bit.ly/oitmigraciones
Ortega, L., Boda, Z., Treviño, E., Arriagada, V., Gelber, D., & Escribano, M. del R. (2020). The centrality of immigrant students within teacher-student interaction networks: A relational approach to educational inclusion. Teaching and Teacher Education, 95, 103126. https://doi.org/10.1016/j.tate.2020.103126
Pastor-Vicedo, J. C., Contreras-Jordán, O. R., Gil-Madrona, P., & Cuevas-Campos, R. (2016). Estereotipos y prejuicios hacia los inmigrantes en los futuros profesores de educación física [Stereotypes and prejudices in pre-service physical education teachers towards immigrants]. Cuadernos de Psicología del Deporte, 16 (3), 123-136. https://bit.ly/pastorvicedo
Pavez-Soto, I., Ortiz-López, J., & Domaica- Barrales, A. (2019a). Percepciones de la comunidad educativa sobre estudiantes migrantes en Chile: trato, diferencias e inclusión escolar [Perceptions of the educational community about migrant students in Chile: Treatment, differences and school inclusión]. Estudios Pedagógicos (Valdivia), 45 (3), 163-183. https://doi.org/10.4067/S0718-07052019000300163
Pavez-Soto, I., Ortiz-López, J. E., Sepúlveda, N., Jara, P., & Olguín, C. (2019b). Racialización de la niñez migrante haitiana en escuelas de Chile [Racialization of Haitian migrant childhood in Chilean schools]. Interciencia, 44 (7), 414-420. https://bit.ly/pavezsoto
Prino, L., Sclavo, E., & Quaglia, R. (2008). Prejudice in school: A research among primary school teachers [Los prejuicios en la escuela: una investigación entre profesores de primaria]. European journal of education and psychology, 1 (3), 27-37. https://bit.ly/prinosclavo
Riedemann, A., Stefoni, C., Stang, F., & Corvalán, J. (2020). Desde una educación intercultural para pueblos indígenas hacia otra pertinente al contexto migratorio actual. Un análisis basado en el caso de Chile [From an intercultural education for indigenous peoples to another one focused on the current migration context. An analysis based on the Chilean case]. Estudios atacameños, (64), 337-359.
Salas, N., Castillo, D., San Martín, C., Kong, F., Thayer, L. E., & Huepe, D. (2017). Inmigración en la escuela: caracterización del prejuicio hacia escolares migrantes en Chile [Immigration in school: Characterization of prejudice towards migrants school children in Chile]. Universitas psychologica, 16, 161-175. https://doi.org/10.11144/javeriana.upsy16-5.iecp
Sánchez-Sánchez, G. I., & Jara-Amigo, X. E. (2018). De la formación inicial al trabajo docente: comprensión de la trayectoria [From initial teacher training to teacher work: Understanding the teacher’s career path]. Revista Educación, 1-20. https://doi.org/10.15517/revedu.v42i2.23996
Sanhueza, S. V., Friz, M. C., & Quintriqueo, S. (2014). Estudio exploratorio sobre las actitudes y comportamiento del profesorado de Chile en contextos de escolarización de alumnado inmigrante [Exploratory research on the attitudes and behaviors of teachers from Chile in the immigrant student school setting]. Revista electrónica de investigación educativa, 16 (3), 148-162. https://bit.ly/sanhueza
Stefoni, C. & Corvalán, J. (2019). Estado del arte sobre inserción de niños y niñas migrantes en el sistema escolar chileno [The state of the art on the insertion of migrant children in the Chilean school system]. Estudios pedagógicos (Valdivia), 45 (3), 201-215. https://doi.org/10.4067/S0718-07052019000300201
Stephan, W. G. (2014). Intergroup anxiety: Theory, research, and practice. Personality and Social Psychology Review, 18(3), 239-255. https://doi.org/10.1177/1088868314530518
Stephan, W. G., & Stephan, C. W. (1993). Cognition and affect in stereotyping: Parallel interactive networks. In D. Mackie, & D. Hamilton (Eds.), Affect, cognition and stereotyping. Interactive processes in group perception (pp. 111-136). Academic Press.
Stephan, W. G., & Stephan, C. W. (2013). An integrated threat theory of prejudice. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 23-45). Lawrence Erlbaum Associated.
Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19 (4), 397-408. https://doi.org/10.1016/S0742-051X(03)00024-6
Tijoux, M. E., & Zapata-Sepúlveda, P. (2019). Niños y niñas hijos de inmigrantes en Arica y Parinacota, Chile: propuesta metodológica para el estudio de su vida cotidiana en las escuelas. Interciencia, 44 (9), 540-548. https://bit.ly/tijouxzapata
Trawalter, S., Hoffman, K. M., & Waytz, A. (2012). Racial bias in perceptions of others’ pain. PLOS ONE, 7 (11), e48546. https://doi.org/10.1371/journal.pone.0048546
Tyler, K. M., Wade Boykin, A., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22 (8), 998-1005. https://doi.org/10.1016/j.tate.2006.04.017
Ulbricht, J., Schachner, M. K., Civitillo, S., & Noack, P. (2022). Teachers’ acculturation in culturally diverse schools. How is the perceived diversity climate linked to inter-cultural self-efficacy? Frontiers in Psychology, 13, 953068. https://doi.org/10.3389/fpsyg.2022.953068
Ulrey, K. L., & Amason, P. (2001). Intercultural communication between patients and health care providers: An exploration of intercultural communication effectiveness, cultural sensitivity, stress, and anxiety. Health Communication, 13 (4), 449-463. https://doi.org/10.1207/s15327027hc1304_06
Valcke, B., Dierckx, K., Desouter, L., Van Dongen, S., Van Hal, G., & Van Hiel, A. (2022). The contribution of teacher, parental and peer support in self-reported school and general well-being among ethnic-cultural minority and majority youth. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1051143
Zanga, G., & De Gioannis, E. (2023). Discrimination in grading: A scoping review of studies on teachers’ discrimination in school. Studies in Educational Evaluation, 78, 101284. https://doi.org/10.1016/j.stueduc.2023.101284
Citación recomendada | Recommended citation
Mera-Lemp, M.-J., Torres-Vallejos, J., & Guglielmetti-Serrano, F. (2024). Chilean teachers’ cultural threat and attitudes towards multiculturality at school: The role of outgroup anxiety and intercultural sensitivity [La amenaza cultural y la actitud de los docentes chilenos hacia la multiculturalidad en la escuela: el rol de la ansiedad exogrupal y la sensibilidad intercultural]. Revista Española de Pedagogía, 82 (289), 607-625. https://doi.org/10.22550/2174-0909.4038
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Palabras clave | Keywords
teachers, attitudes toward multiculturality at school, cultural threat, outgroup anxiety, intercultural sensitivity.
