Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students.

先前的研究表明，主流（例如，积极的课堂行为管理）和文化响应式教学实践（例如，课堂上的文化社会化和促进家长参与），以及师生种族匹配，都与更大的学业成就有关。有色人种的学生。本研究的目的是检查师生种族匹配和文化响应性教学自我效能感，作为与拉丁裔学生一起使用的自我报告教学实践的预测因子。本研究使用了纽约市公立学校拉丁裔学生的 236 名教师（38.6% 讲西班牙语的拉丁裔）作为样本。我们发现，与非拉丁语教师（不会说西班牙语）相比，双语拉丁语教师报告使用更有效的主流和文化响应式教学实践。使用结构方程模型，我们发现了一个模型的支持，在该模型中，双语拉丁教师更多地使用有效的教学实践是由他们更大的文化响应式教学自我效能来调节的。总之，研究结果表明，在讲西班牙语的拉丁裔教师中，对文化响应式教学的更大信心有助于改善拉丁裔学生的课堂环境。