Mid South Educational Research Association: Predicting Preservice Teachers' Culturally Responsive Teaching Outcome Expectations

• In Event: The Consortium of State and Regional Educational Research Associations Distinguished Papers Session 1

Abstract

This predictive correlational study examined to what extent, if at all, programmatic factors (i.e., course completion, classification, and program of study) predict preservice teachers’ culturally responsive teaching outcome expectations (CRTOE). A survey was distributed to preservice teachers (n = 249) enrolled in a college of education at a midsize, public teaching university in the southeastern United States. The findings of this study indicated that in addition to a program-deep and program-wide approach to embedding culturally responsive teaching practices in teacher education, a stand-alone anchor course that focuses on diversity and culturally responsive teaching practices is predictive of preservice teachers’ CRTOE and can be beneficial in preparing preservice teachers to serve diverse populations of students in their future classrooms.

Authors

• Matthew White, University of Central Arkansas

• Jessica Herring Watson, University of Central Arkansas

• Donna Wake, University of Central Arkansas