Document Type
Article
Date of Original Version
2024
Department
Education
Abstract
This study was to examine early childhood preservice teachers’ color-blind racial attitudes and its association with their sense of multicultural teaching efficacy. A total of 66 preservice teachers enrolled in an early childhood teacher education program at a state university in the Northeast US participated in this study through online surveys. Results indicated a mean Color-Blind Racial Attitudes Scale (CoBRAS) score of 2.70, reflecting an average endorsement of color-blind racial attitudes among preservice teachers. Pearson’s correlation analysis revealed that racial privilege, institutional discrimination, and blatant racial issues were positively correlated (all p < .01). Additionally, CoBRAS scores were negatively correlated with the Multicultural Efficacy Scale (r = -.42, p < .01), indicating that higher color-blind racial attitudes were associated with lower multicultural efficacy. Linear regression analysis showed that 24.7% of the variance in multicultural teaching efficacy could be explained by color-blind racial attitudes (F = 6.227, p < .001), with racial privilege (t = -3.45, p < .001) as the only significant predictor. Overall, the findings suggest that there is a relationship between the endorsement of color-blind racial attitudes and the level of multicultural efficacy among preservice teachers. This underscores the importance of promoting multicultural education through efforts to reduce color-blind racial attitudes in teacher education programs to promote culturally responsive teaching practices and improve student outcomes.
Publication Title, e.g., Journal
Journal of Educational and Developmental Psychology
Volume
14
Issue
2
Citation/Publisher Attribution
Kim, H., & Marshall, D. (2024). Preservice teachers’ color-blind racial attitude and its association with multicultural efficacy. Manuscript submitted for publication to Journal of Educational and Developmental Psychology, 14(2), 68-78. http://doi.org/10.5539/jedp.v14n2p69 Available at: http://doi.org/10.5539/jedp.v14n2p69
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.