Teacher Perceptions of Students' Abilities as Potential Barriers to Equitable Instruction

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: The Impact of Perceptions and Relationships in Schools (Table 2)

Abstract

This paper examines how teachers’ hidden beliefs about, and attitudes toward students can impact teachers’ willingness to equitably embrace teaching practice innovations. The analytical sample for a quantitative analysis included 1553 elementary school teachers from Broward County Public Schools in Florida. Using Zero-One-Inflated beta regression analysis, results showed that teachers who reported higher levels of self-efficacy and will for teaching critical thinking believed a greater percentage of their students were able to think critically right now (or would be in the future). Our findings also revealed potential biases behind teachers’ ratings of students’ ability. This work illuminates the importance of attending to teachers’ will (in addition to capacity) as part of a change process toward equitable education.

Authors

• Huifang Zuo, University of Chicago
  Presenting Author

• Jeanne Century, University of Chicago
  Presenting Author

• Joanna Schiffman, University of Chicago
  Presenting Author