The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation

Autor/inn/en	Legette, Kamilah B.; Supple, Andrew; Halberstadt, Amy G.
Titel	The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation
Quelle	In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 5, S.605-623 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Legette, Kamilah B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-023-00663-8
Schlagwörter	Racism; Equal Education; Beliefs; Questionnaires; Test Construction; Test Validity; Teacher Attitudes; Teacher Behavior; Educational Practices; Social Bias; School Districts; Rural Urban Differences; Factor Analysis + Suchen Sie Ihr Suchwort? Rassismus; Belief; Glaube; Fragebogen; Testaufbau; Testvalidität; Lehrerverhalten; Teacher behaviour; Bildungspraxis; School district; Schulbezirk; Stadt-Land-Beziehung; Faktorenanalyse
Abstract	Racial disparities in teachers' perceptions, interactions, and behaviors of students persist in the United States. Learning more about teachers' beliefs about the causes of racial inequity may help to explain the racial disparities that exist in teachers' behaviors and practice. To better understand and assess teachers' beliefs about the causes of racial inequity in the U.S., we developed and investigated the validity of the Racism and Inequity Beliefs (RIB) questionnaire. The RIB questionnaire consists of 18 items based on theory, research, and interview data with teachers related to beliefs about social and racial inequities. A sample of 228 teachers (82% White) across five school districts (3 urban; 2 rural) responded to the RIB questionnaire. Confirmatory factor analyses confirmed four scales: American Dream, Post-Racial, Cultural Deficit, and Schooling Inequity. Patterns of correlations among the RIB scales and with external measures suggested construct validity for this measure. Future directions include investigating how the four racial inequity beliefs may work to activate teachers' racialized behaviors and practices and the effects of these racialized experiences on students' learning opportunities, academic achievement, and educational trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01