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Article
Publication date: 28 May 2021

Joshua DeSantis and Cherish Christopher

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns…

Abstract

Purpose

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students?

Design/methodology/approach

The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms.

Findings

Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not.

Originality/value

This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

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Book part
Publication date: 13 July 2017

Abstract

Details

Emotions and Identity
Type: Book
ISBN: 978-1-78714-438-5

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Book part
Publication date: 24 September 2018

Abstract

Details

Individual, Relational, and Contextual Dynamics of Emotions
Type: Book
ISBN: 978-1-78754-844-2

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