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dc.contributor.authorLange, Amanda
dc.date.accessioned2021-05-11T13:13:28Z
dc.date.available2021-05-11T13:13:28Z
dc.date.issued2021-05-04
dc.identifier.urihttp://digital.library.wisc.edu/1793/81799
dc.description.abstractThe study addressed three problems related to social justice education (SJE): inconsistent vocabulary, siloed teacher education programs, and the neglect of teacher intersectionality when designing professional development. The study asked three questions, “How confident are WI 6-12 educators in facilitating SJE in their classroom, do demographics correlate with that confidence, and do personal histories with diversity correlate?” An anonymous self-administered online survey collected self-reported data about participants' inherent traits and asked respondents to self-select for categorical variables. The results indicated 79.7% of participants (N = 566) self-identified a level of confidence above 50% (Moderately confident teaching SJE). Confidence positively correlated (f = 0.294, p <0.00001) with experience with diversity during childhood and young adult years. The study was originally planned as a needs analysis to provide evidence that Wisconsin educators were not feeling confident about providing SJE in their classrooms. Instead, the survey showed 79.7% of participants (N = 566) participants felt "moderately confident" or more. Perhaps this study instead provides evidence that Wisconsin educators might not be aware of their shortcomings in their SJE competencies.en_US
dc.description.sponsorshipDonna Lebsack, Advisoren_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Superioren_US
dc.subjectsocial justice, cultural competence, tolerance, Wisconsin, equity, inclusive, privilege, confidence, intersectionality, identity, teacher education programs, social desirability, diversityen_US
dc.titleEducators' Confidence: Social Justiceen_US
dc.typeThesisen_US


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