Effect of Preschool Educators’ Perceptions of the Ethnic Contact Hypothesis on Multicultural Pedagogical Literacy

[LANGUAGE=”English”] During childhood, individuals undergo physical, mental, and cognitive development. Given that society is becoming increasingly diverse and complex, incorporating the ethnic contact hypothesis can improve the quality of multicultural instructional models for preschool educators....

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Bibliographic Details
Published in:Jiao yu ke xue yan jiu qi kan 2023-06, Vol.68 (2), p.137
Main Authors: Ru-Si Chen, Hsu, Chien-Huei, Pi-Chun Hsu
Format: Article
Language:Chinese
Subjects:
Attitudes
Bias
Caregivers
Cognition & reasoning
Cognitive Development
Core curriculum
Culture
Early childhood education
Education
Educational Environment
Educational Resources
Empathy
Equal Education
Hypotheses
Inequality
Learning
Learning Processes
Literacy
Minority & ethnic groups
Multicultural education
Multiculturalism & pluralism
Parents & parenting
Personal relationships
Positive Attitudes
Prejudice
R&D
Research & development
School environment
Social behavior
Social interaction
Social networks
Society
Stereotypes
Students
Sustainable development
Teachers
Teaching Methods
Young Children
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Summary:[LANGUAGE=”English”] During childhood, individuals undergo physical, mental, and cognitive development. Given that society is becoming increasingly diverse and complex, incorporating the ethnic contact hypothesis can improve the quality of multicultural instructional models for preschool educators. Connecting with cultural facts that showcase diverse ethnic identities can foster empathy and open-mindedness among young children.By implementing multicultural instructional practices, children can improve their self-efficacy and develop a greater appreciation for multiculturalism. This will enable them to better comprehend and address issues of discrimination, alienation, and inequality in their learning environment. Incorporating the ethnic contact hypothesis into instructional practices can promote positive intergroup relationships among preschool educators and young children and their peers, and this hypothesis is a culturally responsive teaching model.This study investigated the perceptions of preschool educators teaching children from different ethnic backgrounds regarding the ethnic contact hypothesis, multicultural pedagogical literacy, and instructional practices. This study explored how the ethnic contact hypothesis was incorporated into instructional practices and attitudes toward multicultural pedagogical and learning issues among preschool educators. The research can contribute to improving multicultural pedagogical literacy and teaching practices among preschool educators by using a multicultural curriculum and instructional activities to ensure higher engagement among young children.A questionnaire survey was used to collect data on preschool educators’ perceptions of the ethnic contact hypothesis, ethnic biases and stereotypes, anxiety of intergroup interaction, and multicultural pedagogical literacy. Structural equation modeling was used to test the model fit between the sample data, hypothetical factors, and influence paths.The structural model of the questionnaire was of reasonable quality. The results indicated that preschool educators had positive attitudes toward the ethnic contact hypothesis. Significant correlations were observed among the ethnic contact hypothesis, ethnic bias and stereotypes, and anxiety of intergroup interaction. Preschool educators had positive perceptions toward different ethnic groups, were less biased, and preferred constructing positive relationships among students from different ethnic groups. Preschool educator
ISSN:2073-753X
DOI:10.6209/JORIES.202306_68(2).0005