Early Childhood Preservice Teachers' Color-Blind Racial Attitude and Its Association With Multicultural Efficacy

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-12 - Race, Teaching, and Learning

Abstract

This proposed study was to examine preservice teachers’ color-blind racial attitudes and its association with their sense of multicultural efficacy. A total of 66 preservice teachers enrolled in an early childhood teacher education program in a state university in the Northeast U.S. were included in this study. Results showed that early childhood preservice teachers’ color-blind racial attitudes were associated with their sense of multicultural teaching efficacy. Racial privilege was the significant predictor of multicultural efficacy. As early childhood settings continue to become increasingly diverse and complex, this study will discuss educational implications pertaining to educating future early childhood teachers who will be able to efficaciously teach these racially and culturally diverse students in school settings.

Authors

• Hyunjin Kim, University of Rhode Island

• Diana Marshall, University of Rhode Island