Examining Teachers’ Equity-Orientation and Association With Racial Identity

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Race, Identity, and Equity in Education: QuantCrit Perspectives on Theory, Teacher Practices, and Student Outcomes (Table 8)

Abstract

Using Latent Class Analysis, we identified profiles of teachers based on their reported beliefs on
equitable practices and preparation to determine the association between these profiles and
teachers’ valuation of the importance of their racial identity. In employing the QuantCrit
framework, a 4-profile model best represented the teacher sample based on their demographic
characteristics, equity beliefs, advocacy, motivation, and teacher preparation. We found that
Class 2 and Class 4 comprised of young teachers who strongly advocate for unfairly treated
students and ensure an equitable classroom. These teachers reported their own racial identity was
very or somewhat important. We recommend the consideration of additional ways of assessing
race and ethnicity in quantitative research in investigations of equity-oriented teacher practices.

Authors

• Eter Mjavanadze, George Mason University

• Eden Langston, George Mason University

• Jade Jehad Halawani, George Mason University

• Haley McKeen, George Mason University

• Naomi Brown, George Mason University

• Divya Varier, George Mason University

• Marvin Powell, George Mason University