"I Want to Be That Person": Preservice Teachers' Self-Efficacy for Culturally Responsive Classroom Management

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Antiracism in Teacher Education: Preparing Teachers to Confront and Realize Justice Commitments

Abstract

Students in K-12 schools are predominately from communities of color, while most teachers are White. This racial and cultural mismatch may lead to the use of classroom management practices that are not culturally responsive, ultimately leading to disproportionate discipline for students of color. Despite most teacher preparation programs offering courses in classroom management, issues persist to the detriment of minoritized learners. The purpose of this mixed-methods study was to understand preservice teachers’ self-efficacy for culturally responsive classroom management, specifically centering race. Findings indicated that preservice teachers in this study have moderate self-efficacy for culturally responsive classroom management. Additionally, interviews revealed further support is needed in basic classroom management skills, and more specifically, when working with Black students.

Authors

• Alexandria Harvey, WestEd

• Erica D. McCray, University of Florida