Validity Evidence for the Racial Responding in Mathematics Scale: Racial Resentment, Sympathy, and Teacher-School Characteristics (Poster 24)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

This research employs the novel Racial Responding in Mathematics Scale (RRMS) to study the equity beliefs of 288 teachers. A series of multiple regression analyses were conducted to investigate the relationships between four RRM constructs – affective and cognitive empathy and responding action and alignment – and racial resentment and sympathy as well as teacher and school characteristics. Providing evidence of external validity, findings reveal that the four constructs are all related to racial belief constructs in ways aligned with theoretical predictions and are also associated with certain teacher and school characteristics (e.g., gender and nonwhite student population in schools). These insights shed light on how equity beliefs may perpetuate or alleviate racial and gender disparities in mathematics education.

Authors

• Iwan Andi Jonri Sianturi, SUNY - College at Oswego

• Erik D. Jacobson, Indiana University