Examining The Link Between Teachers’ Racial Beliefs And Perceptions Of Students’ Social Emotional Competencies
Teachers’ beliefs about causes of racial inequity likely contribute to teachers’ perceptions of children’s abilities and behaviors. For instance, teachers who hold individualistic and cultural deficit beliefs about racial inequality in America (believing racial inequities are at the fault of the individual or their cultures values, have been shown to view Black children’s behaviors as more hostile than their White peers (Legette et al., 2021). No study to date has investigated the relationship between teachers’ racial inequity beliefs and their perception of a student’s social-emotional competence (SEC). Thus, the goal of our study is to investigate whether White teachers’ beliefs about racial inequity shape their evaluation of Black, Latinx and White students’ SEC. We hypothesize that White teachers’ perceptions of SEC will be shaped by their racial inequity beliefs. Specifically, we expect teachers who hold individualistic or cultural deficit beliefs about racial inequity will evaluate Black and Latinx students’ SEC skills lower than teachers holding schooling inequity beliefs.