Pilot study of an anti-racist professional development: effects on educators’ multicultural attitudes and efficacy
Abstract
Purpose
This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school.
Design/methodology/approach
AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey.
Findings
Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact.
Research limitations/implications
This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience.
Originality/value
The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.
Keywords
- Anti-racist education
- Multicultural teacher training
- Teacher professional development
- K-8 educators
- Cultural competency
- Diversity and inclusion
- Cognitive reappraisal
- Emotional intelligence in teaching
- Reducing educational prejudice
- Combating discrimination in schools
- Identity-focused pedagogy
- Asset-based educational practices
Acknowledgements
This research was supported by a Research Award from the Nemours Biomedical Research Department and by the PROMISE CORE of the REACH COBRE funded by National Institute of General Medical Sciences of the NIH under grant number P20GM144270. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Citation
Stoffers, M., Barnes, T.N., Strickland, L., Jung, J., Branch, K., Perry, D. and Hatchimonji, D. (2024), "Pilot study of an anti-racist professional development: effects on educators’ multicultural attitudes and efficacy", Journal for Multicultural Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JME-06-2024-0064
Publisher
:Emerald Publishing Limited
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