Promising Practices: The Role of Teacher Empathy in Culturally Responsive Teaching Practice

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Promising Practices in the Preparation of Early Childhood Educators

Abstract

The purpose of this study was to identify promising strategies and practices employed by teachers who had a documented record of success in demonstrating cross-racial empathy with their students. A total of 44 early childhood educators from preschool to grade three contributed narratives describing these strategies and practices. Data were coded using an ideas grouping approach as articulated by Auerbach and Silverstein (2003). Findings from this study revealed six promising practices demonstrating the role of empathy in culturally responsive teaching practices. Teachers also described reported a strong interest in more professional development opportunities, particularly on the topics of implicit bias, trauma-informed care, and behavior guidance.

Authors

• Sascha Longstreth, San Diego State University

• Idara R. Essien, San Diego State University

• Kamryn Morris, Arizona State University