Teacher Perceptions of Culture and Diversity and Teaching Practices: The Role of Ethnic Identity and Beliefs About Diversity

• In Event: The Influence of Cultural Identities on Reflective Practices in Diverse Contexts

Abstract

The study examines the effect of teacher candidates’ ethnic identity and beliefs about diversity on culturally responsive teaching (CRT). A large sample (N=435) of teacher candidates from an urban school of education responded to a survey on teacher perceptions about diversity, ethnic identity awareness and culturally responsive teaching (CRT) and demographic data. Preliminary data analyses reveal a significant positive relationship between ethnic identity commitment and two dimensions of CRT- CRT self-efficacy and CRT outcome expectancy. Moreover, while no relationship was found between diversity beliefs and CRT, analyses by certification program, gender and ethnic background will be explored. Also there is an opportunity to examine the relationships among the variables for pre-service and inservice teacher candidates.

Authors

• Sherryl B. Graves, Hunter College School of Education

• Tabea Berberena, Hunter College - CUNY