Allochtone leerkrachten, waarom niet?
Faculty of Social Sciences. Instructional and Educational Sciences
Tijdschrift voor hoger onderwijs. - Deventer, 1983, currens
, p. 60-74
University of Antwerp
The teaching population in Flemish schools does not reflect todays multicultural society. Ethnic minorities are strongly underrepresented in the teaching profession in Flanders. Nonetheless, there is a need for ethnic-minority teachers. Research in other countries has shown that teachers of ethnic minority origin function as role models for students of ethnic minority origin, thus having a positive impact on the performance and well-being of these students in school. Why are young people of ethnic minority origin so reluctant to enter the teaching profession? Eight focus group discussions with 51 third grade secondary students of Turkish, North African or Arab origin are used to provide insight into their perceptions regarding the teaching profession. The motives for choosing to enter (or not to enter) the teaching profession largely reflect the results of previous Flemish and international research. Social transformation, a motive that has emerged prominently in international research, was not mentioned.