Measuring Self-Efficacy for Equity-Centered Teaching Practices: A Scale Development and Evaluation Study

• In Event: Building Equitable and Inclusive Education Practices

Abstract

Scholars have called for a merging of the instructional frameworks Universal Design for Learning and Culturally Sustaining Pedagogies to imagine a more complete vision of inclusion—one that sustains students’ distinct identities while centering student variability. Doing so holds promise for creating equitable educational environments, especially for students multiply marginalized in schools. Assessing teachers’ levels of self-efficacy to employ such equity-centered teaching practices is one avenue for measuring their potential for implementation. However, while scales measuring self-efficacy for each distinct framework exist, no scale yet measures their cross-pollination. In this study, we utilized a six-stage, mixed methods approach to design a self-efficacy measure for equity-centered teaching practices. Throughout, we engaged in iterative analysis to strengthen the validity of our scale.

Authors

• Rachel Saperstein McClam, Johns Hopkins University

• Sarah A Caroleo, Brown University

• Alexandra Shelton, Johns Hopkins University

• Rebecca A. Cruz, Johns Hopkins University