Method: We examined self-reported CRPs, teacher characteristics, and classroom contextual factors in relation to an observational measure of culturally responsive teaching strategies, a subscale of the Assessing School Settings: Interactions of Students and Teachers (ASSIST; Rusby et al., 2011) classroom interaction observation system. Participants included 192 (45% Black) teachers and classrooms (racial composition = 88% Black students) in 33 middle schools within two urban school districts serving predominantly Black youth. Multilevel mixed effects modeling adjusted for clustering within school, and teacher self-reported race and ethnicity, social desirability bias, gender, and tenure at the school.
Results: Teacher self-reported CRPs were significantly associated with observed CRPs in the classroom (beta = 0.23, p <.05). Observed CRPs trended lower in classrooms with higher proportions of Black students (beta = -0.74, p < .08) and were significantly lower in classrooms with both Black teachers and higher proportions of Black students (beta = -2.53, p <.01). Nonetheless, we found that Black teachers demonstrated significantly higher levels of CRPs relative to their White peers overall (beta = 2.37, p <.01).
Conclusions: Although it is promising to see alignment in teacher self-reported and observed CRP, suggesting some convergent validity of the measure, mixed methods research is currently underway to establish the content validity and reliability of this observational scale. Additional analyses will be conducted on demographic findings in a more diverse student and teacher sample. Implications for feasibility and utility of observational measurement of CRPs will be discussed.