The Role of Soft Skills and Multicultural Attitudes in Enhancing Teaching Quality in Colombian Higher Education

This paper will explore whether teachers' multicultural ideology, soft skills, fanaticism in national cultural ideology, and intergroup contact, controlled by other variables, are related to their multicultural attitudes. This objective is developed and estimated from correlation analysis and using the method of ordinary least squares, to verify how multicultural ideology, fanaticism in national cultural ideology, soft skills, and intergroup contact, controlled for some sociodemographic variables, generate effects on the multicultural attitudes of teaching in a Colombian higher education institution with high-quality accreditation. The study reveals that soft skills and multicultural ideology positively influence teachers' multicultural attitudes, while intergroup contact with different ethnic groups shows a negative correlation. The data is analyzed with primary information from 199 professors from the Institution mentioned above, a context with branches and sections with cultural diversity, in an emerging country, with very low national pride.

本研究旨在探讨在控制其他变量的前提下，教师的多元文化意识形态（multicultural ideology）、软技能（soft skills）、民族文化意识形态狂热性以及群际接触（intergroup contact）与其多元文化态度之间是否存在关联。本研究通过相关分析与普通最小二乘法（ordinary least squares）构建并检验上述研究命题，以验证在控制部分社会人口学变量（sociodemographic variables）后，多元文化意识形态、民族文化意识形态狂热性、软技能以及群际接触，会对某所拥有高质量认证（high-quality accreditation）的哥伦比亚高等教育机构中任教教师的多元文化态度产生何种影响。研究结果显示，软技能与多元文化意识形态对教师的多元文化态度具有正向影响，而与不同族群的群际接触则呈现负相关关系。本研究采用上述哥伦比亚高等教育机构的199名教授提供的一手调研数据开展分析，该机构位于国民自豪感极低的新兴经济体国家，且其下属各分校与院系均具备文化多样性特征。