Beneath the Skin: Black K–12 Educators' Racial Identities, Sociodemographics, and Culturally Relevant Pedagogy Dispositions

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-16 - Perspectives on Teacher Education: Insights From Research

Abstract

The purpose of this study is to explore whether and how Black educators’ racial identity attitudes and sociodemographic backgrounds (e.g., childhood social class) relate to their dispositions toward culturally relevant pedagogy. I employ a psychological framework, the Multidimensional Model of Racial Identity (MMRI; Sellers, Smith, Shelton, Rowley, & Chavous, 1998) and Ladson-Billings’ culturally relevant pedagogy (Ladson Billings, 1994), to frame this examination of within-group diversity among Black educators. 238 Black K-12 educators completed a survey on their racial identity attitudes, backgrounds, and practice dispositions. Findings show that individual differences on racial identity attitudes and sociodemographics are indeed associated with Black educators’ culturally relevant pedagogy dispositions.

Author

• Faheemah N. Mustafaa