Teacher preparedness to employ culturally responsive teaching strategies after diversity, equity, and inclusion training : a quantitative causal-comparative design study.

Abstract

The purpose of the study was to examine differences in teacher demographic characteristics and factors associated with culturally and linguistically responsive teaching practices for those who completed or did not complete three voluntary diversity, equity, and inclusion professional development sessions. Participants self-reported demographic data and recorded scaled pre- and post-score information on the factors of curriculum and instruction, relationships and expectations, and group belonging foundations using the Culturally Responsive Teacher Preparedness scale (Hsiao, 2015). The Statistical Package for Social Sciences (SPSS) calculated descriptive statistics and variable outcomes to measure differences in participants’ self-perceptions of preparedness to employ culturally responsive teaching strategies. Key findings included a training attrition rate of more than three-fourths of the participants. The results highlighted differences in the demographics of teachers who completed the training and those who did not, and differences in the factors of curriculum and instruction, relationships and expectations, and group belonging foundations for teachers who did or did not complete all three training sessions.

The study contributes to research aimed at improving educational outcomes for diverse students by measuring teacher beliefs about their efficacy in applying culturally and linguistically relevant strategies. Teacher attitudes toward the factors of curriculum and instruction, relationships and expectations, and group belonging foundations, as measured by Hsiao’s (2015) Culturally Responsive Teacher Preparedness scale, provided insight into teachers’ attitudes about their ability to reach students from diverse backgrounds. Results from the study intended to compel dialogue among school administrators, teachers, and professional developers to ensure high-quality and culturally relevant instruction that reaches all students, especially historically marginalized students and students of color.

The findings of the study supported further professional development for teachers in the areas of diversity, equity, and inclusion. Specifically, opportunities to discuss bias, its relationship to teachers’ attitudes, and the learning expectations they set for students. Additionally, the findings accented the need to formally engage teachers in professional learning opportunities to apply culturally and linguistically responsive teaching strategies at the classroom level.

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