DOI: 10.3886/e182021v1
title: Setup and Data Access Files: A Culturally Responsive Disposition

description: Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition towards students and teaching. Using survey data of secondary teachers (N=417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.<b></b>
description: No weights were applied.
description: Response Rates: We leveraged responses from teachers in seven partnerships that participated in both surveys. The overall response rate on the first survey was 48%; two partnerships had response rates below 50% and five had response rates between 62% and 88%. For the second survey, the overall response rate was 62%; one partnership had a response rate of 50% and the remaining partnerships had response rates between 63% and 72%.
description: Presence of Common Scales: Several Likert-type scales were used.<br><b>CR Teaching Scale.</b> Our dependent variable for this analysis, the CR teaching scale (α = .92) consists of nine items, which were adapted from previously validated scales, including the multicultural efficacy scale (Guyton & Wesche, 2005), and the CR teaching outcome expectations scale (Siwatu, 2007). Teachers were asked to report how frequently they engage in various CR teaching practices on a four-point frequency scale from never to most or all lessons.<b>CR Teaching Self-Efficacy Scale.</b> The CR teaching self-efficacy scale (α = .93) serves as a key explanatory variable in our analysis. Adapted from the multicultural efficacy scale (Guyton & Wesche, 2005) and the CR teaching self-efficacy scale (Siwatu, 2007), this eight-item measure of teacher’s CR self-efficacy asked teachers to rate their confidence on a scale of 0 to 10 in implementing CR teaching practices.<b>CR Teaching Beliefs Scale. </b>The teacher beliefs scale (α = .66) is comprised of items adapted from the CR teaching outcome expectations scale (Siwatu, 2007) and teacher perceptions of CR teaching (Phuntsog, 2001). This scale consists of five items measured on a six-point Likert scale from completely disagree to completely agree. Items focused on teachers’ beliefs about the value and importance of a CR instructional approach and cultural diversity. <b>PL on Cultural Responsiveness Scale. </b>To assess the extent to which teachers perceived their PL included a focus on cultural responsiveness, we use a scale consisting of six items (α = .86). Teachers were asked to report the extent to which their PL supported them to engage in CR practices on a four-point scale from not at all to a great extent.
description: We sought to include all teachers participating in the professional learning initiatives in the seven partnerships.
description: Middle school teachers of mathematics or English language arts in seven U.S. districts participating in professional learning facilitated through a Professional Learning Partnership initiative .
description: web-based survey;