What contributes to social studies teachers’ inclusiveness in teaching immigrant students in a new gateway state?
Presentation
Overview
Overview
Description
In our study, we explored social studies teachers’ dispositions towards and strategies for working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive vs. subtractive models as a theoretical framework. The researchers found that although teachers’ social, demographic and professional backgrounds were connected to teachers’ inclusiveness, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage culture and language) and their opinions on the effective implementation of school policies concerning immigrant students’ learning were also significant contributors to teachers’ inclusiveness.
