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This study examines teacher candidates' confidence in teaching diverse learners. Specifically, the study explores gender and race/ethnicity differences in teacher candidates' confidence in three critical constructs important for teaching diverse learners, namely, grit, self-efficacy, and culturally responsive teaching self-efficacy. The sample consisted of roughly 1,200 teacher candidates enrolled in teacher preparation programs in a northeastern state university. We found no gender or race/ethnicity differences in teacher candidates’ self-reported grit or sense of self-efficacy; however, we did find statistically significant gender and race/ethnicity differences in teacher candidates’ self-reported culturally responsive teaching self-efficacy. Data exploration showed nuanced patterns of the gender and race/ethnicity differences. These nuanced patterns of relationships are intriguing and will be the focus of our next steps of investigations.