Associations Among Pre-Service Teachers’ Prior Experiences, Self-Esteem, and Racial and Teaching Self-Efficacy

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Associations Among Pre-Service Teachers’ Prior Experiences, Self-Esteem, and Racial and Teaching Self-Efficacy

Abstract

This study examined associations among pre-service teachers’ early racial socialization, adverse childhood experiences (ACEs), self-esteem, and racial and teaching self-efficacy. Participants were 180 pre-service teachers enrolled in early childhood education, elementary education, and secondary education programs at a U.S. public university. Pre-service teachers with higher self-esteem tended to have higher racial self-efficacy although their early racial socialization and ACEs did not predict racial self-efficacy. Pre-service teachers who experienced positive racial socialization were more likely to have higher teaching self-efficacy, while those with more ACEs tended to have lower teaching self-efficacy. However, self-esteem did not predict teaching self-efficacy. Our findings provide implications for pre-service teacher training programs and suggest that further research should explore pre-service teachers’ racial and teaching self-efficacy.

Authors

• Hyun-Joo Jeon, University of Nevada - Reno

• Brianna Barnes, University of Nevada - Reno

• Ravyn Routsis, University of Nevada - Reno

• Jillian Way, University of Nevada - Reno