Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate preservice mathematics teachers' culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy Scale (CRTOE). Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching approaches, despite strong beliefs in the instructional utility of culturally responsive teaching practices.

No abstract