Cleaning Up the Clinic: Examining Mentor Teachers’ Perceptions of Urban Classrooms and Culturally Responsive Teaching

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Sashelle Thomas-Alexander ◽  
Brian E. Harper
Keyword(s):  
Urban Schools ◽  
Confidence Level ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Urban Students ◽  
Mentor Teachers ◽  
Responsive Teaching ◽  
Teachers Perceptions ◽  
Urban Classrooms

AbstractThis study investigates the beliefs of mentor teachers with respect to urban classrooms as well as their confidence level with respect to working with a diverse array of urban students. When presented with a simple, unambiguous query concerning urban schools and the Culturally Responsive Teaching Self-Efficacy Scale, mentor teachers in this sample expressed overwhelmingly negative views of the students, schools and communities in which they teach. Recommendations are made with respect to the preparation, support and supervision of mentor teachers who work in urban schools.

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching

2017 ◽  
Vol 50 (8) ◽  
pp. 697-726 ◽  
Author(s):  
Patricia J. Bonner ◽  
Susan R. Warren ◽  
Ying H. Jiang
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Qualitative Methodology ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Schools Of Education ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Sense Of Efficacy ◽  
Urban Classrooms

This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

2019 ◽  
Vol 43 (3) ◽  
pp. 197-214
Author(s):  
Rebecca A. Cruz ◽  
Sarah Manchanda ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
Practicing Teachers ◽  
Positive Effects ◽  
Linguistic Backgrounds

Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

Detrimental Effects of Color-Blind Racial Attitudes in Preparing a Culturally Responsive Teaching Workforce for Immigrants

2020 ◽  
pp. 089484532090338
Author(s):  
Germán A. Cadenas ◽  
Jesus Cisneros ◽  
Lisa B. Spanierman ◽  
Jacqueline Yi ◽  
Nathan R. Todd
Keyword(s):  
Asian American ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Racial Attitudes ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Outcome Expectations ◽  
Responsive Teaching ◽  
Color Blind ◽  
Asian American Teachers

Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers’ career development in schools serving immigrants of color.

Examining the Culturally Responsive Teaching Self-Efficacy in Physical Education Teacher Education Alumni

2021 ◽  
pp. 1-10
Author(s):  
Sara B. Flory ◽  
Rebecca C. Wylie ◽  
Craigory V. Nieman
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Purpose: To examine the culturally responsive teaching self-efficacy of graduates of a physical education teacher education undergraduate program specifically focused on social justice issues. Methods: A total of 43 graduates (from 2013 to 2019) of a physical education teacher education program completed the Culturally Responsive Teaching Self-Efficacy Scale and demographic questions via Qualtrics (50.6% response rate). Descriptive statistics and data analysis were completed using SPSS. Results: The total Culturally Responsive Teaching Self-Efficacy Scale scores from these participants ranged from 1,567 to 4,000 (M = 3,469.63; SD = 555.34). Participants scored highest on items related to their confidence in developing personal relationships and trust with students. They scored lowest on items related to more specific culturally sensitive and responsive teaching practices. Discussion: Specific coursework and training need to be implemented to address more culturally responsive teaching practices, such as how to communicate effectively with students whose primary language is not English.

A systematic review of culturally responsive teaching self-efficacy using confidence intervals

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jemimah Young ◽  
Jamaal Young
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Confidence Intervals ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Visual Interpretation ◽  
Literature Synthesis

Abstract Prior research fails to support the future implementation of culturally responsive teaching. We argue that imparting culturally responsive teaching practices in the curriculum is insufficient and that preservice teacher education should instead look to support the implementation of these practices in subsequent teaching. The purpose of this literature synthesis was to characterize preservice teachers’ culturally responsive teaching self-efficacy. Thus, the researchers focused on estimating normative scores for preservice teachers by calculating and comparing mean point estimates and 95% confidence intervals for the culturally responsive teaching self-efficacy (CRTSE) scale strength indices across studies. A total of 14 independent studies representing N = 1,026 preservice teachers and 21 independent measures of CRTSE were included in this literature synthesis. Preservice teacher mean scores on the CRTSE scale were characterized by visual interpretation of plots of the 95% confidence intervals. Based on the results, teacher educators can expect the average preservice teacher to be 70–83% certain of their ability to implement culturally responsive teaching. The data also indicate that CRTSE differs across preservice teacher specialization. Finally, the data also suggest that the representation of preservice teachers of color impacts the CRTSE score confidence intervals. Implications for teacher education, preservice teacher recruitment, and culturally responsive teaching are provided.

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