Moving Beyond the Classroom: Pre- and In-Service Teachers' Self-Efficacy for Working With Culturally and Linguistically Diverse Students

• In Event: Teachers' Commitment to Working With Culturally and Linguistically Diverse Families

Abstract

As the number of culturally and linguistically diverse (CLD) students in our schools increases, teachers need to exhibit not only their knowledge of educational theory, but also their professional capacity to be responsive and inclusive in their teaching. Yet, many teachers feel unprepared to work with CLD students. In our study, we present construct validity evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally responsive pedagogy (CRP). We then explore the relative contributions of teachers’ self-efficacy related to actual or intended use of CRP practices. The results suggest that CRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, but not teachers’ teaching and assessment of CLD students.

Authors

• Kira Joy Carbonneau, Washington State University - Pullman

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Lindsay K Lightner, Washington State University

• Sarah Newcomer, Washington State University - Tri-Cities

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Judy Morrison, Washington State University

• Steven Morrison, Washington State University