Document Type
Report
Publication Date
6-13-2023
Abstract
There is an urgent need to address racial inequity in higher education. As teaching in higher education continues to adopt technology, virtual learning spaces become sites for enacting anti-oppressive teaching methods. In the context of offering teaching with technology professional development, the current study sought to better understand equity-focused professional development needs through the lens of antiracist teaching self-efficacy. In this holistic single case study, investigators analyzed secondary data from an anonymous racial equity needs analysis survey and de-identified focus group notes. Descriptive statistics and qualitative analysis examined perceived confidence level, barriers, and needs related to implementation of antiracist teaching methods in higher education courses in a Midwestern public university with 15,000 students. Key findings include: (1) There were approximately the same number of items coded for negative (N=24) and positive (N=25) sources of teaching self-efficacy, with positive sources of efficacy cross-coded with themes such as culturally responsive teaching, collaboration, and antiracist teaching and negative sources of efficacy cross-coded with non-racist teaching methods among other codes. (2) Barriers to implementing antiracist teaching included organizational factors (such as time, competing priorities, and perceived barriers to measuring/accessing course equity data), professional development design/facilitation (such as lack of modeling methods, practice and feedback, and ongoing support), and perceptions/beliefs (including mismatch of expressed beliefs and antiracist teaching praxis, among others). (3) Professional development needs include addressing identified barriers and differentiation/customization of professional learning. This case study investigation is not generalizable to other contexts or audiences but may be a useful model for similar research in other contexts. As technology did not emerge as a theme in this data, future research in this area should explore the role of technology in enacting antiracist teaching methods.
Department
Elementary and Literacy Education Department, IT Solutions
Recommended Citation
Harsma, E., Beschorner, B., & Schultz, J. (2023, June 13). Antiracist teaching self-efficacy: A case study needs analysis. Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/reports/2/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
