Teacher Perspectives on Classroom Conditions, Pathways, and Racial Equity

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Issues in Teachers Work: Teaching, Curriculum, and Activism

Abstract

This paper examines the relationships between classroom conditions (class size, composition, and pedagogical delivery mode) and teachers’ ability to engage in successful anti-racist teaching. This mixed-methods study draws on a survey and interview data from teachers in eight secondary schools in Toronto, Canada. Early data analyses offer three important findings: larger classes hamper successful anti-racist teacher practice; teachers are less effective in supporting and connecting with racialized students when teaching online; and, teachers are less effective in supporting and connecting with racialized students in de-streamed classrooms. The study was conducted in the context of Ontario’s de-streaming initiatives, proposed increases to class sizes, changes to pedagogical delivery modes due to the covid-19 pandemic, and Canada’s rapidly developing anti-racism policies in education.

Authors

• Arlo Kempf, University of Toronto, Ontario Institute for Studies in Education

• Lena Shulyakovskaya, University of Toronto