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17.07.2019

Anti-racist Quantitative Research: Developing, Validating, and Implementing Racialized Teaching Efficacy and Racial Fragility Scales

verfasst von: Ryan T. Knowles, Andrea M. Hawkman

Erschienen in: The Urban Review | Ausgabe 2/2020

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Abstract

This research article reports on the initial findings of a critical quantitative study, which developed and implemented a series of quantitative scales utilizing conceptualizations of racial fragility and anti-racist teacher self-efficacy scales. The scales were administered through a survey and yielded a usable sample of 4770 teachers in Missouri. Specifically, we address the scale development process, theoretical framework, and validation of the developed scales. The process analyzes the Racial Fragility Scale and the Racialized Teaching Efficacy Scale across teacher demographics. Ultimately, this project seeks to better articulate the nuances of non-racist, colorblind teaching in pursuit of moving the field toward an agentic, anti-racist stance in classrooms.

Vorheriger Artikel Socially Toxic Environments: A YPAR Project Exposes Issues Affecting Urban Black Girls’ Educational Pathway to STEM Careers and Their Racial Identity Development

Nächster Artikel Understanding the Impetus for Modern Student Activism for Justice at an HBCU: A Look at Personal Motivations

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The items “examine the curriculum to determine whether it reinforces negative cultural stereotypes” and “Revise instructional material to include a better representation of cultural groups” were part of the culturally relevant scale and loaded on the Anti-racist scale. The item “serve as the expert when talking about race and racism in the classroom” was developed for non-racist and loaded on anti-racist teaching self-efficacy.

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Titel: Anti-racist Quantitative Research: Developing, Validating, and Implementing Racialized Teaching Efficacy and Racial Fragility Scales
verfasst von: Ryan T. Knowles
Andrea M. Hawkman
Publikationsdatum: 17.07.2019
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2020
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-019-00526-1

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