Teach for America STEM Teachers: Efficacy and Empathy in Enacting Cultural Responsiveness in Urban Classrooms

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Affirming Cultural Responsiveness in the Growing Age of Anti–Cultural Responsiveness (Table 3)

Abstract

This paper analyzes Teach for America STEM teachers’ self-efficacy in enacting culturally responsive pedagogy after completing a Master’s level course addressing the topic. Using qualitative methods, researchers analyzed eight teacher interviews using deductive coding. Findings show that teachers highly regard culturally responsive pedagogy. However, their self-efficacy and willingness to implement are predicated on explicit administrative support, a clearly articulated theory-to-practice blueprint, and overarching feasibility. Findings further highlight the importance of promoting a perception of teaching in which efficacy, empathy, access and equity for all students is a priority.

Authors

• Johnitha Watkins Johnson, Southern Methodist University

• Karla Del Rosal, Southern Methodist University