The Significance of Educators’ Psychosocial Experiences in Equity-Focused Professional Learning Programs

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Critical Theory and Teacher Research (Table 11)

Abstract

Our study explores how educators’ psychosocial experiences–identity safety, cultural validation, and pedagogical alignment– impact their engagement in equity-focused professional learning programs (PLs) and adoptions of inclusive beliefs and practices. These PLs aim to address disparities in K-12 classrooms by enhancing educators’ capacity to teach diverse students. Our surveys of 325 educators revealed positive effects of identity safety, cultural validation, and pedagogical alignment on their engagement in equity-focused PLs and adoptions of culturally inclusive beliefs. Identity safety was especially pronounced among White educators. Additionally, pedagogical alignment demonstrated promising potential in enhancing educators’ implementation of culturally inclusive practices. The study offers valuable insights for designing effective equity-focused PLs to foster inclusive and equitable learning environments for all students.

Authors

• Cong Wang, Northwestern University

• Laura Brady, American Institutes for Research

• Kate Morman, Northwestern University

• Priscilla X. Diaz-Gonzalez, University of Michigan

• Kelly House, University of Michigan

• Hannah Ramil, University of Michigan

• Perla Rodriguez, Beaverton School District

• David Parker, Forest Grove School District

• Stephanie Fryberg, University of Michigan