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ERIC Number: EJ1475337
Record Type: Journal
Publication Date: 2025-Jun
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: EISSN-1935-102X
Available Date: 0000-00-00
Examining How White Teachers' Interracial Contact Experiences Shape Their Self-Efficacy and School Choices
Educational Researcher, v54 n5 p247-257 2025
Racial inequalities in education may be exacerbated by teachers' lack of confidence about working with students from racial and ethnic backgrounds different to their own. Although intergroup contact experiences typically enhance people's self-efficacy about navigating cross-group interactions, very little work has explored such trends among teachers. Across two cross-sectional studies and one preregistered repeated measures experiment (N = 1,608), we reveal that (a) White teachers' interracial contact experiences predicted a stronger sense of self-efficacy about cross-race engagement; (b) White teachers generally showed a preference for working in a majority-White school compared to a majority-Black school, but this bias was attenuated by teachers' interracial contact experiences; and (c) the link between cross-race friendships and desire to work in the majority-Black school was mediated by a greater sense of self-efficacy.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Sussex, Brighton, East Sussex, UK; 2Université de Poitiers, Poitiers, France; 3University of Massachusetts Amherst, Amherst, MA, USA