Underprepared: A Mixed-Methods Investigation Into Preservice Teachers' Exposure to Culturally Responsive Teaching and Social Emotional Learning in a Teacher Preparation Program

• In Event: Equity, Justice, and Institutional Practice

Abstract

This sequential mixed-methods study explored the extent to which pre-service teachers (PST’s) are trained in Culturally Responsive Teaching (CRT) and Social Emotional Learning (SEL). Phase I examined course syllabi (n=113) to identify SEL and CRT components in course instruction. Concurrently, quantitative survey data (n=46) and follow-up phone interviews (n=8) assessed PST’s SEL and CRT self-efficacy beliefs. While the content analysis indicated PST’s received more exposure to CRT than SEL, interviews found various factors impacting self-efficacies. Survey data found a positive correlation between CRT and SEL instruction and self-efficacy in CRT. Absent effective training in CRT and SEL within preparation programs have led to a host of highly racialized issues in education disproportionately afflicting children of color in measurable ways.

Authors

• Nazneen Hyder Askari, Texas A&M University - College Station

• Miguel Burgess Monroy, University of Houston

• Karla Adelina Garza, Texas A&M University - College Station

• Karen McIntush, Texas A&M University - College Station

• Peter Scaramuzzo, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University - College Station