The authors would like to thank Tom Smith of the National Opinion Research Center for supplying the cognitive-sophistication measures, which were taken from the General Social Survey. Also, we express our thanks to Kevin Dunkley and Glen Pate for assistance with data collection.
Social Psychological Correlates of Teachers' Language Attitudes1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 26, Issue 5, pages 455–467, March 1996
How to Cite
Byrnes, D. A., Kiger, G. and Manning, L. (1996), Social Psychological Correlates of Teachers' Language Attitudes. Journal of Applied Social Psychology, 26: 455–467. doi: 10.1111/j.1559-1816.1996.tb01859.x
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
In this paper, we examine social psychological correlates of teachers' linguistic diversity attitudes. We surveyed 191 regular-classroom teachers in 3 states (Arizona, Utah, and Virginia) to determine the relative effects of psychological insecurity, political ideology, cognitive sophistication, and educational level on language attitudes. Region of the country was included as a contextual variable. We tested the effects of education and cognitive sophistication on tolerance of language minority groups. Psychological insecurity measures and political conservatism were associated with negative language attitudes. Cognitive sophistication but not education was related to positive language attitudes. Teachers from Arizona had more positive language attitudes than did their counterparts in Utah and Virginia. We discuss the implications of our research for inservice and teacher-education programs directed toward constructive attitude change around language diversity issues.