dc.contributor.author | Lange, Amanda | |
dc.date.accessioned | 2021-05-11T13:13:28Z | |
dc.date.available | 2021-05-11T13:13:28Z | |
dc.date.issued | 2021-05-04 | |
dc.identifier.uri | http://digital.library.wisc.edu/1793/81799 | |
dc.description.abstract | The 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.sponsorship | Donna Lebsack, Advisor | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | University of Wisconsin-Superior | en_US |
dc.subject | social justice, cultural competence, tolerance, Wisconsin, equity, inclusive, privilege, confidence, intersectionality, identity, teacher education programs, social desirability, diversity | en_US |
dc.title | Educators' Confidence: Social Justice | en_US |
dc.type | Thesis | en_US |