Measuring Educators’ Beliefs About Diversity in Personal and Professional                Contexts

Pohan, Cathy A.; Aguilar, Teresita E.

doi:10.3102/00028312038001159

Cited by 123 publications

(164 citation statements)

References 21 publications

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“…A further significant body of research involves surveys of attitudes and beliefs and the development of scales to measure constructs of social justice beliefs or of related attitudes for example about diversity (examples are Enterline et al, 2008;Pohan & Aguilar, 2001). Such scales posit complex constructs for example 'learning to teach for social justice' Enterline et al, 2008).…”

Section: Beginning Teachers Social Justice and Determinate Identitymentioning

confidence: 99%

Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

106

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Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes relationships to relatively stable social justice positions. This supports the adoption of pedagogies of discomfort and inquiry. However, socio-cultural accounts of identity emphasise indeterminate aspects of identity. The concept of striated and smooth identity space is proposed and illustrated by analysing the responses of four beginning mathematics teachers to the experience of a discomforting and inquiry based pedagogy. This challenges teacher educators to extend their pedagogies to embrace additional principles of respect and compassion.

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Section: Beginning Teachers Social Justice and Determinate Identitymentioning

confidence: 99%

Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

106

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“…The alpha coefficient for the Personal Beliefs Scale between pilot to field-testing ranged from .78 to .81 for both pre-test and post-test conditions. For the Professional Beliefs Scale, over the same stages, the alpha coefficients ranged from .78 to .90 (Pohan & Aguilar, 2001). Examining whether social desirability presented any possible threats to the validity of the study, the investigators assessed response bias of participants.…”

Section: Assessment Of Attitudes Beliefs Dispositions and Efficacymentioning

confidence: 99%

“…The designers provided a summary of the pilot study and Both scales have response options that include a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). The higher the score, the more the participant was accepting of or open to a wide range of diversity issues (Pohan & Aguilar, 2001). The alpha coefficient for the Personal Beliefs Scale between pilot to field-testing ranged from .78 to .81 for both pre-test and post-test conditions.…”

Section: Assessment Of Attitudes Beliefs Dispositions and Efficacymentioning

confidence: 99%

“…These studies often describe the development of multiple and distinct measures to account for candidates' attitudes toward students with disabilities and students of culturally and linguistically diverse backgrounds (Benton-Borghi & Chang, 2012;Pohan & Aguilar, 2001;Siwatu, 2007).…”

Section: Measures Of Preservice Teachers' Understanding Of Diversitymentioning

confidence: 99%

“…This researcher will closely examine the constructs tested in these instruments and identify the indicators that are compatible with the intersectional competence construct. Pohan and Aguilar (2001) described the development of two belief scales designed to measure preservice teachers' beliefs about diversity. The scales were designed to assess preservice teachers' personal and professional beliefs about diversity.…”

Section: Assessment Of Attitudes Beliefs Dispositions and Efficacymentioning

confidence: 99%

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Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

Boveda¹

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All rights reserved.iv DEDICATION Mamí. Nunca tuvo acceso a una educación formal. Sin embargo, se sacrifico con el fin de que mis hermanos y yo lo haría. Su ejemplo, bondad, humildad, sabiduría y oraciones son las razones que puedo escribir estas palabras. Doy gracias a Dios por honrarme con una madre como la mía.To Nathan Boveda, my best friend. Thank you for being an exemplary father to our children and our loves: Leah, Nathan, and Nicole. Thank you for loving my mother as she was your own and collaborating with her to support and sustain me during this journey. Thank you most of all for your integrity. Intersectionality theory explores the complexities of the interactions of multiple markers of difference. Intersectionality holds great potential as a concept for preservice teachers' understanding of diversity because it can inform collaborative efforts with diverse stakeholders, enhance preservice teachers' understanding of diverse learners, and facilitate an integrated treatment of diversity in teacher preparation research. The researcher uses the term "intersectional competence" to describe preservice teachers' understanding of diversity and how students, families, and colleagues have multiple sociocultural markers that intersect in nuanced and unique ways.The purpose of the study was to identify the indicators that best capture intersectional competence and to develop and validate an instrument that measures preservice teachers' intersectional competence. The researcher drew from the literature on intersectionality in special education, the research on collaborative teacher preparation, and assessments of preservice teachers' understanding of diversity to viii identify indicators of the intersectional competence construct. The instrument included two subsets of items. Subset A was a survey designed for preservice teachers to selfreport their intersectional competence and Subset B consisted of items of a case-based measure of preservice teachers' intersectional competence. A mixed-methods sequential exploratory research design was used to develop and validate the instrument.During the qualitative phase, the researcher collected data that strengthened the theoretical basis for validating the instrument (i.e., interviews with focus groups, consulting with experts, and cognitive pre-testing). Throughout the qualitative phase, general education and special education preservice teachers were able to recognize and discuss the complexities of intersecting sociocultural categories. The second phase of the study involved the quantitative analysis of the validity and reliability estimates established for the instrument and the piloting of the items with 107 participants. The piloted draft of the ICM was upheld to be a reliable tool to assess whether preservice teachers are adequately competent to meet the needs of a complex and diverse school population. The feedback about each subset of the pilot of the ICM, as well as feedback about the instrument as a whole, indicate that the ICM will require further development a...

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National Board for Professional Teaching Standards Bias‐reduction Training: Impact on Assessors' Awareness

Wylie

Szpara

2004

ETS Research Report Series

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This study is an in‐depth investigation of the National Board for Professional Teaching Standards (NBPTS) bias‐reduction training, from the perspective of assessors. The research examined how successful the bias training was in guiding assessors to recognize their biases and to identify actions to be used to reduce the impact of bias on their scoring decisions. The study focused on portfolio video entries to allow for a greater exploration of bias, since assessors are provided with a visual and aural depiction of the candidates and their students.

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Measuring Educators’ Beliefs About Diversity in Personal and Professional Contexts

Cited by 123 publications

References 21 publications

Teacher education for social justice: Mapping identity spaces

Teacher education for social justice: Mapping identity spaces

Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

National Board for Professional Teaching Standards Bias‐reduction Training: Impact on Assessors' Awareness

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