Using Cognitive Interviewing to Conceptualize a Measure of Teacher Critical Consciousness

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Using Education, Place, Space, and Time in the Pursuit of Educational Justice and Renewal

Abstract

This study utilizes cognitive interviewing to capture ten teachers’ cognitive, motivational, and behavioral responses to systemic racism in schools. As part of an ongoing measurement development effort, public high school teachers will be interviewed to provide feedback on a preliminary set of test items measuring the CC of teachers. Preliminary analyses reveal varied responses among teachers related to racial and gender identity, reflections upon national discourse related to social justice education, and the differential implementation of social justice programming across subject fields. The results of this study will inform future directions for measurement development and advance CC research.

Authors

• Aberjohn Espinoza, University of Illinois at Urbana-Champaign

• Aixa D. Marchand, University of Illinois at Urbana-Champaign