An Antiracist Professional Development’s Impact on Educators’ Multicultural Attitudes and Efficacy

• In Event: Engaging in Antiracist Efforts and Inclusive Learning Across Contexts

Abstract

Educators at a mid-Atlantic K-8 charter school participated in an anti-racist professional development intervention. Educators (n=30) completed surveys with the Multicultural Efficacy Scale at both pre-intervention and post-intervention to assess attitudes and efficacy towards multicultural education. Additionally, six educators participated in a post-intervention focus group to reflect on changes in attitudes and teaching practices surrounding racial equity. Paired samples t-tests of survey data indicated educators reported significantly more positive attitudes towards multiculturalism after intervention (t =2.39, df=28, p =.024); however, changes in educators’ efficacy in teaching multiculturalism were not significant. Thematic analysis of the focus group suggests that educators experienced changes in attitudes and efficacy, but need additional resources to feel comfortable addressing multiculturalism in the classroom.

Authors

• Melissa Stoffers, University of Nevada - Las Vegas

• Tia Navelene Barnes, University of Delaware

• Rosa Julia Mykyta-Chomsky, University of Delaware

• Lauren M Strickland, University of Delaware

• Danielle Hatchimonji, Lurie Children's

• Kira S. Branch, Nemours Children's Health