Teachers’ beliefs and practices in culturally diverse schools: an empirical study in Southwest China

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Abstract
This study examines teachers’ cultural diversity beliefs and culturally relevant practices, and the predictors of those beliefs and practices. A sample of 606 primary school teachers from southwest China participated in the study. The findings reveal that teachers’ beliefs are not necessarily reflected in their teaching practices as they are marginally correlated. Regression analyses show that the teachers are more likely to implement culturally relevant practices if they are Han majority, are older, interact frequently with culturally diverse people, are competent in speaking three or more languages, and regularly watch, read, or listen to international news.
Funding Information
  • China Scholarship Council (201706990026)

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