Abstract
The present study investigated the developmental relationship between cognitive thinking and diversity beliefs among late adolescents from a postPiagetian perspective. The participants were 762 Taiwanese undergraduates aging from 19 to 25 years. The Social Paradigm Belief Scale was used to assess three modes of cognitive development of late adolescents: formal, relativistic, and dialectical thinking. Regarding diversity beliefs, participants were administrated the adapted scale of multiculturalism and the adapted scale of color blindness. Results indicated that postformal thinkers scored higher than formal thinkers in multiculturalism and color blindness. Multiple discriminant analysis showed that the linear combination of multiculturalism and color blindness could discriminate between formal and postformal thinkers, which supported the prediction about the parallel relationship between development of postformal thinking and maturity of multiculturalism. This article provides an alternative approach of multicultural pedagogy in which fostering postformal thinking may promote the appreciation of diversity and thereby cultivate the growth of multicultural literacy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
