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Examining how White teachers’ interracial contact experiences shape their self-efficacy and school choices

journal contribution
posted on 2025-01-31, 12:05 authored by Lewis DoyleLewis Doyle, Linda R Tropp, Matthew EasterbrookMatthew Easterbrook
Racial inequalities in education may be exacerbated by teachers’ lack of confidence about working with students from racial and ethnic backgrounds different to their own. While intergroup contact experiences typically enhance people’s self-efficacy about navigating cross-group interactions, very little work has explored such trends among teachers. Across two cross-sectional studies and one pre-registered repeated-measures experiment (Ntotal = 1608), we reveal that a) White teachers’ interracial contact experiences predicted a stronger sense of self-efficacy about cross-race engagement, b) White teachers generally showed a preference for working in a majority-White compared to a majority-Black school, but this bias was attenuated by teachers’ interracial contact experiences, and c) the link between cross-race friendships and desire to work in the majority-Black school was mediated by a greater sense of self-efficacy.

History

Publication status

  • Accepted

File Version

  • Accepted version

Journal

Educational Researcher

ISSN

0013-189X

Publisher

SAGE

Department affiliated with

  • Psychology Publications

Institution

University of Sussex

Peer reviewed?

  • Yes

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