Diversity Attitude Associations in Pre-service Physical Education Teachers

Paul Rukavina, Jody L. Langdon, Christy Greenleaf, Jayne Jenkins

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of the present study was to investigate whether weight-related attitudes mediate the effect of goal orientation on cultural pluralism and diversity attitudes among pre-service physical educators. Results from 235 (Mage = 20.91 years, SD = 7.75) participants confirm the positive relationship between task orientation and attitudes toward cultural pluralism and diversity attitudes (valuing, appreciating, and implementing), and that individuals who possess negative character stereotypes mediated this relationship. In addition, the positive relationship between ego orientation and being uncomfortable with diversity was confirmed, along with the mediation of negative character stereotypes within this relationship. The results provide initial evidence for factors associated with diversity attitudes that should be addressed in physical education teacher education programs. As research in this area moves forward, it is important to develop and test evidence-based educational interventions in order to improve diversity attitudes and ultimately teacher effectiveness.

Original languageAmerican English
JournalJTRM in Kinesiology an Online Peer-reviewed Research and Practice Journal
StatePublished - Jan 17 2019

Disciplines

  • Medicine and Health Sciences
  • Kinesiology

Keywords

  • & Harrison
  • 1997). Diversity in the physical education (PE) classroom
  • 2004). Whether they are aware of their beliefs and values
  • 2012). One concern is that many pre-service teachers enter physical education teacher education (PETE) programs having limited exposure to students who are different than themselves (Burden
  • Hodge
  • O'Bryant
  • and preferences for different physical activities. If the goal of PE is to promote physical activity engagement that results in healthy active lifestyles for all students
  • and values. These beliefs and attitudes
  • beliefs
  • body shapes and sizes
  • diversity
  • goal orientations
  • goes beyond ethnic and cultural differences. Preservice teachers are being required to plan lessons that differentiate and individualize instruction for K-12 students that vary in physical abilities
  • however
  • in turn
  • influence the interactions and pedagogies that teachers choose to incorporate (Graybill
  • it is important that teachers understand
  • obesity bias
  • pedagogy
  • physical education 1. Introduction Given the increase of cultural and ethnic diversity in the classroom
  • social and cultural identities as well as their attitudes
  • teacher educators are presented with the challenge of preparing pre-service teachers to positively interact with K-12 students who vary in terms of culture and ethnicities (Burden
  • they belong to social and cultural communities that form personal

Fingerprint

Dive into the research topics of 'Diversity Attitude Associations in Pre-service Physical Education Teachers'. Together they form a unique fingerprint.

Cite this