Approaches to intercultural sensitivity among Colombian teachers
DOI:
https://doi.org/10.55040/educa.v4i2.114Keywords:
intercultural sensitivity, educational equity, teacher self-efficacy, psychometric propertiesAbstract
Teachers' intercultural sensitivity, that is, their ability to recognize, appreciate and adequately address cultural differences, plays a vital role in establishing inclusive learning environments. This study focuses on assessing the degree of intercultural sensitivity and its main correlates in a sample of 154 teachers (61% female) from various educational levels in Colombia. An online questionnaire was used to assess intercultural sensitivity, pro-diversity attitudes and self-efficacy in intercultural classroom management. First, the psychometric properties of the instruments are analyzed. They show good qualities for the global measures, but there are limitations in the use of the subscales of intercultural sensitivity. The data reveal that this group of teachers shows high levels of intercultural sensitivity without notable distinctions according to sex, age, teaching experience or type of educational institution. In addition, a positive relationship is observed between intercultural sensitivity and pro-diversity beliefs, as well as between intercultural sensitivity and self-efficacy in managing multicultural classrooms. Thus, intercultural sensitivity could contribute to adequate preparation for dealing with diversity in educational settings. These results are discussed considering the educational challenges that arise in culturally diverse environments and with the intention to contribute to a more just and unified society. Finally, it is suggested that this study be replicated in larger and more diversified samples.
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