A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

Milner, H. Richard; Hoy, Anita Woolfolk

doi:10.1016/s0742-051x(02)00099-9

Cited by 202 publications

(141 citation statements)

References 39 publications

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“…With respect to the interaction with colleagues, in some case studies the participants mention experiences of marginalization, exclusion, or discrimination by colleagues (e.g., Milner, 2003;Milner & Hoy, 2003). Regarding the interaction with superiors and administrators, some minority teachers in the aforementioned Canadian study by Carr and Klassen (1997) feel that they face difficulties their colleagues of the majority society do not have to deal with, such as hiderances in promotion or hiring.…”

Section: Minority Teachers: Their Understanding Of the Profession Exmentioning

confidence: 99%

The Relevance of a Migration Background to the Professional Identity of Teachers

Bressler¹,

Rotter²

2017

IJHE

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Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the professional identities of immigrant teachers. Furthermore, it draws implications for teacher education. Reflecting on our research findings, we illustrate two types of professional identities: Teachers who accept the "special skills" ascribed to them, and where the migration background constitutes the core of their professional identity, as well as others, who reject the expectations, and appeal to the pedagogical skills they share with their colleagues without a migration background. Given our findings, future teachers need more support when it comes to reflecting their own biography, political and public expectations, and the bearings on their professional identity.

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Section: Minority Teachers: Their Understanding Of the Profession Exmentioning

confidence: 99%

The Relevance of a Migration Background to the Professional Identity of Teachers

Bressler¹,

Rotter²

2017

IJHE

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“…Furthermore, teachers tend to avoid certain topics when they experience lower levels of self-efficacy; While teachers with a higher level of self-efficacy may encounter problems pertaining to classroom management more often (Pajares and Urdan, 2006). Teacher's self-efficacy is also associated with their behaviors in the classroom (Milner and Hoy, 2003). Efficacy beliefs are raised if a teacher perceives her or his teaching performance to be a success, which then contributes to the expectations that future performances will likely be proficient (Tschannen-Moran and Hoy, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…More than two decades ago, teacher self-efficacy was identified as one of the characteristics contributing to students' success (Milner and Hoy, 2003). Factors which contribute to the development of self-efficacy perceptions in teachers include teaching performances and experiences during the first year of employment (Hoy and Spero, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Factors which contribute to the development of self-efficacy perceptions in teachers include teaching performances and experiences during the first year of employment (Hoy and Spero, 2005). Teacher self-efficacy is also associated with their behaviors in the classroom (Milner and Hoy, 2003). Furthermore, the self-efficacy perceptions of teachers are associated with various student outcomes such as achievement (Tschannen-Moran and Hoy, 2001).…”

Section: Introductionmentioning

confidence: 99%

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An investigation of self-efficacy beliefs in terms of the reasons for the choice of the teaching profession by teacher candidates

Çetin¹

2015

Educ. Res. Rev.

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The aim of this study is to determine whether there is a difference between the reasons for the choice of the teaching profession by teacher candidates and their self-efficacy beliefs. Survey method was used in this study. The sample of the study consisted of 972 students (232 males and 740 females) studying at Primary School Education, Science Education and Preschool Education at Canakkale Onsekiz Mart University in Turkey. The data were collected through "The Teachers' Sense of Efficacy Scale" and "The Personal Information Form". It was seen that there was a significant difference between selfefficacy beliefs and the reasons for the choice of the teaching profession by teacher candidates. No significant difference between the reasons for the choice of the teaching profession by teacher candidates and in the subscales of "Efficacy in Instructional Practices" and "Efficacy in Classroom Management" was discovered from the results of this study.

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“…When a credible model teaches well, the efficacy of observer is enhanced. When the model performs poorly, the efficacy expectation of the observer decreases (Woolfolk Hoy and Burke-Spero 2005) Verbal or Social Persuasion: Types of social persuasion such as verbal feedback, encouragement, praise, norms of persistence, and achievement can induce a supportive social environment, whereas lack of feedback and criticism from colleagues and students can create an unsupportive environment (Milner and Hoy 2003). This source of efficacy information is the least effective for the long term although it might be effective in the short term.…”

Section: Introductionmentioning

confidence: 99%

Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement

Mohamadi

Asadzadeh

2011

Asia Pacific Educ. Rev.

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The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy information and teachers' sense of self-efficacy independently influenced student achievement. In second model, we examined a dependent 2-factor model, consisting of: (a) antecedent variable: sources of efficacy information, (b) mediator variable: teachers' sense of self-efficacy, and (c) criterion variable: student's achievement. Among 284 teachers who participated in this study, Sources of the SelfEfficacy Inventory (SOSI) and Teachers' Sense of Efficacy Scale (TSES) were distributed. Findings of this study indicated that between two suggested models, the dependent model showed the best overall fit to the data. In this model, teachers' self-efficacy had mediational role between sources of teachers' self-efficacy and student's achievement.

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A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

Cited by 202 publications

References 39 publications

The Relevance of a Migration Background to the Professional Identity of Teachers

The Relevance of a Migration Background to the Professional Identity of Teachers

An investigation of self-efficacy beliefs in terms of the reasons for the choice of the teaching profession by teacher candidates

Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement

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