Competencies That Support Equity: Exploring the Relationship Between Teachers’ Multicultural Efficacy and Social-Emotional Competence

• In Event: Fostering Equity and Cultural Awareness: Exploring Antiracism Education, Multicultural Efficacy, and Inclusive Curriculum Development in Teacher Preparation Programs

Abstract

Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs aim to equip teachers with knowledge and skills to build positive interactions with students and create classroom equity, but their relationship to one another is unclear. We used exploratory factor analysis on data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how the constructs relate to one another. Results indicate distinct, but correlated constructs. Discussion will focus on the need to embed both multicultural efficacy and social-emotional competence content within teacher education programs.

Authors

• Sarah K. Ura, Clemson University

• Jessica W DuBois, Ball State University

• Katherine Eng Fletcher, College Board

• Julie A. Lorah, Clemson University