WILLEMSTAD – A study conducted by Curaçaoan researcher Kennedy Tielman has revealed an unexpected trend: teachers in Dutch vocational secondary education experience more tension as they receive more training in multicultural education. While increased knowledge helps reduce stress, greater skills and training appear to lead to greater uncertainty in the classroom.
Tielman, who defended his doctoral dissertation in Wageningen last year, presented his research findings this week to Governor Lucille George-Wout of Curaçao. His study focused on the multicultural competencies of teachers and the cultural tensions they experience in vocational education. He analyzed data from 900 teachers across 20 different schools in the Netherlands, where at least 60 percent of students have a migration background.
Paradox of Training and Classroom Tensions
According to the study, around half of the teachers reported experiencing value-based tensions occasionally, while 13 percent experienced them regularly. Interestingly, there was a clear link between knowledge and tension levels: the more multicultural knowledge a teacher possessed, the more relaxed they felt in the classroom.
"For example, if a teacher understands that a student avoids eye contact due to cultural reasons, they can interpret the behavior correctly and experience less tension," explains Tielman. He advocates for teacher training programs to place greater emphasis on multicultural knowledge.
However, another key finding was that teachers who rated their own multicultural skills highly actually reported more stress. While this may seem contradictory, Tielman suggests that these teachers are often more aware of cultural conflicts and are frequently assigned more challenging classes.
Despite these tensions, he emphasizes that most teachers have good intentions and are not doing anything wrong. Yet, there is room for improvement. Beyond knowledge, he believes that an open and inquisitive mindset is crucial. This does not mean that teachers should avoid setting boundaries, but rather that they should engage in dialogue with students and be curious about their perspectives. Teachers who are willing to view behavior from different cultural angles tend to experience less stress in the classroom.
Award-Winning Research with Real-World Impact
Tielman’s research has not gone unnoticed. One of his academic papers was recognized as the most downloaded scientific article in his field. His findings are already being used to shape educational policies and regulations regarding diversity in vocational education.
Currently, Tielman is a lecturer and researcher at Fontys University of Applied Sciences in Tilburg. He frequently delivers lectures and training sessions at schools and universities on how educators can navigate the challenges of multiculturalism in the classroom.