Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

Author:

Jacobson Erik1ORCID,Cross Francis Dionne2ORCID,Willey Craig3,Wilkins-Yel Kerrie4

Affiliation:

1. Indiana University

2. University of North Carolina

3. Indiana University–Purdue University at Indianapolis

4. University of Massachusetts

Abstract

Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.

Funder

National Science Foundation

Publisher

SAGE Publications

Subject

Social Sciences (miscellaneous),Developmental and Educational Psychology,Education

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