IMPROVING SCIENCE TEACHERS’ SELF-EFFICACY FOR SCIENCE PRACTICES WITH DIVERSE STUDENTS

This quasi-experimental study explored the effects of professional development utilizing virtual cross-group contact on teachers’ self-efficacy for teaching science practices with underrepresented minorities. Participants (N = 29) were science teachers of grades 6 – 8 from a diverse, sub urban school district. Teachers completed surveys of self-efficacy, content knowledge, and measures of attitudes and beliefs of various student groups. Results indicated that participants’ self-efficacy for teaching diverse student groups increased as a result of the treatment, however linear regression did not identify attitudes or beliefs as predictive factors. Survey responses suggest that more direct conversations are needed within the framework of multicultural education in order to equip teachers with the cultural competencies needed to influence teachers’ practice in diverse classrooms