Investigating the Heterogeneous Effects of Teacher Responsiveness and Sensitivity: A Multi-Group SEM Approach

• In Event: Unforgetting to Imagine Otherwise: Methodological Multiplicity in Teaching and Teacher Education

Abstract

This study investigates how teachers’ perceptions of cultural distance and cultural relevance shape their intent to support student-led research, with attention to variation across teacher identity, instructional context, and pedagogical disposition. Using multi-group structural equation modeling (SEM) with 598 secondary teachers and three case-based instructional scenarios, the study tests two pathways: a correlational mechanism (Cultural Distance → Pedagogical Responsiveness → Research Intent) and a causal mechanism (Cultural Relevance → Pedagogical Sensitivity → Research Intent). Findings reveal significant heterogeneity in how teachers activate culturally responsive dispositions, highlighting the need for differentiated CRT professional development tailored to context and educator background.

Authors

• Chenchen Lu, Purdue University

• Chrystal S. Johnson, Purdue University