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.

中文翻译：

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教育工作者作为 K-12 学生的经验和在不同学校教学的效果

目的

美国学生和教师人口的种族构成存在显着差异。影响美国许多学校和系统的种族重新隔离模式加剧了这一现实。这些趋势使得教育工作者在 K-12 学生的经历中遇到种族多样性的可能性越来越小，而作为教育工作者更有可能遇到种族多样性。本文旨在展示一项研究的结果，该研究旨在探讨这一现实对这些教育工作者成功接触学生的能力的影响？

设计/方法/方法

本研究采用定量探索性设计。分析数据以确定教育工作者作为 K-12 学生的经历是否影响了他们目前在不同课堂教学的自我效能感、他们使用文化响应技术的自我效能感，以及他们对在课堂上部署这些方法的优点的信心。

发现

本研究的数据表明，在学校经历包括在种族多样化环境中进行重要互动的教育工作者比没有经历的教育工作者更有可能拥有更高水平的自我效能感。

原创性/价值

这项研究阐明了学校重新种族隔离的一个未探索的后果，并为使教师队伍多样化和抵制学校重新种族隔离的努力提供了支持。