The Relationship Between Mathematics Teachers' Backgrounds and Their Beliefs

• In Event: 25.083 - MTCC Roundtable Session Eight
  In Roundtable Session: 25.083-3 - Teacher Professional, Racial, and Ethnic Identities and High-Needs Schools

Abstract

This study investigates if there is a relationship between mathematics teachers’ backgrounds and those teachers’ beliefs about teaching students of color. To study this relationship, an exploratory factor analysis was conducted on a teacher beliefs survey administered to teachers who entered the New York City Teaching Fellows in the summer of 2006 or 2007. The survey items which were analyzed are rooted in culturally relevant pedagogy. Linear regression models were used to determine if there is a significant relationship between the teacher’s background and each belief factor that emerged. Findings indicate that the teachers’ race, selectivity of their undergraduate institution, and age at the start of their teaching career influence their beliefs about teaching diverse students.

Author

• Tarik Buli, University of Maryland - College Park