Assessment of Equity in Beliefs and Practices of Teaching Mathematics to African American Students

Designed to assess the mindsets of mathematics teachers at the middle and high school levels in teaching mathematics to African American students. The purpose of the survey is to provide an indication of (a) teachers’ mindsets that may be productive or unproductive in supporting the mathematical learning of African American students; (b) teachers’ awareness of and attribution for success and challenges in African American students’ learning of mathematics; and (c) teachers’ feelings of self-efficacy and/or support in enacting equitable instruction.

Content

Category
Sub-Category
Domains
Culturally Responsive Teaching,
Teacher Self-Efficacy,
Teacher Beliefs
Grades
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Respondent
Teacher

Administration Information

Length
32 items
Administration
Computer,
Paper
Timed
No

Access and Use

Contact

Carmen G. Thomas-Browne: cgt9@pitt.edu;

Melissa Boston: bostonm@duq.edu

Open Access
Yes

Psychometrics

Scoring
Manual scoring
Psychometric References

Thomas-Browne, C. G., Boston, M. D., & Parke, C. S. (2020). Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students: An Initial Review. Urban Education. https://doi.org/10.1177/0042085920934859

Item Type
Likert