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Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role

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Title: Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role
Language: English
Authors: McCullough, Shannon Nemer, Hashmi, Shazia, Austin, Greg, Cerna, Rebeca, WestEd
Source: WestEd. 2022.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 10
Publication Date: 2022
Sponsoring Agency: California Endowment
Document Type: Reports - Research
Education Level: Secondary Education
Elementary Secondary Education
Descriptors: Equal Education, Diversity, Secondary School Teachers, Teacher Attitudes, Elementary Secondary Education, Educational Environment, Teacher Characteristics, African American Teachers, White Teachers, Racial Differences, School Personnel, Special Education Teachers, Administrator Attitudes, Counselor Attitudes
Geographic Terms: California
Abstract: As student populations become increasingly diverse, more schools are recognizing the importance of providing safe, engaging, and supportive school environments. As a part of these efforts, national attention has focused on promoting instructional equity and respect for diversity. Although some research has examined students' perceptions of equity and respect for diversity in their schools, fewer studies have explored the perceptions of school staff members. Given that instructional equity and respect for diversity are important indicators of school climate, this brief explores how secondary staff perceive these conditions and how their perceptions vary based on their race or ethnicity and role. Given the unique perspective of staff in secondary schools, the brief is based on an analysis of California School Staff Survey (CSSS) data from 118,986 secondary school staff (all of the survey's respondents from secondary level schools) who completed the survey in the 2017/18 or 2018/19 school years, which are the two most recent years with full data from the survey. Though the staff in this sample generally agreed that conditions related to promoting instructional equity and respect for diversity existed in their schools, the mean scale scores for strong agreement were under 50 percent, indicating more attention needs to be paid to promoting conditions that foster these important aspects of school climate and student success. Responses also varied both by race or ethnicity and by role in ways that were consistent in both areas.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED621215
Database: ERIC
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  Data: Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role
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  Data: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: As student populations become increasingly diverse, more schools are recognizing the importance of providing safe, engaging, and supportive school environments. As a part of these efforts, national attention has focused on promoting instructional equity and respect for diversity. Although some research has examined students' perceptions of equity and respect for diversity in their schools, fewer studies have explored the perceptions of school staff members. Given that instructional equity and respect for diversity are important indicators of school climate, this brief explores how secondary staff perceive these conditions and how their perceptions vary based on their race or ethnicity and role. Given the unique perspective of staff in secondary schools, the brief is based on an analysis of California School Staff Survey (CSSS) data from 118,986 secondary school staff (all of the survey's respondents from secondary level schools) who completed the survey in the 2017/18 or 2018/19 school years, which are the two most recent years with full data from the survey. Though the staff in this sample generally agreed that conditions related to promoting instructional equity and respect for diversity existed in their schools, the mean scale scores for strong agreement were under 50 percent, indicating more attention needs to be paid to promoting conditions that foster these important aspects of school climate and student success. Responses also varied both by race or ethnicity and by role in ways that were consistent in both areas.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: African American Teachers
        Type: general
      – SubjectFull: White Teachers
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: School Personnel
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Counselor Attitudes
        Type: general
      – SubjectFull: California
        Type: general
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      – TitleFull: Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role
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