Recruiting and retaining students of color in colleges of education in predominately White instit... more Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that ameliorating cultural costs for preservice teachers of color enhances their expectations for successful graduation and increases the subjective value of the teaching profession. Finally, we discuss practices that can be implemented at the interpersonal, instructional, and institutional organizational levels to ameliorate these cultural costs.
International Handbook of Research on Teachers and Teaching, 2009
Recent technological advances and changing economic conditions have prompted significant populati... more Recent technological advances and changing economic conditions have prompted significant population shifts from developing countries in Latin America, Asia, Africa and the Middle East to Western nations including the United States. The receiving nations' resultant increase ...
This study draws on insights from achievement goal theory and multicultural education to examine ... more This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority students and expressed some discomfort with student diversity. Analyses of variance results provide evidence that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program. Paired t-test results based on longitudinal data ( n = 79) suggest that some gains preservice teachers accrued midway through the program were lost when they were close to graduation. ...
... ome-School Dissonance: Longitudinal Effects on Adolescent Emotional and Academic Well-BeingRe... more ... ome-School Dissonance: Longitudinal Effects on Adolescent Emotional and Academic Well-BeingRevathy Arunkumar and Carol Midgley Combined Program in Education and Psychology University of Michigan Tim Urdan Department of Psychology Santa Clara University ...
The study integrates social-psychological and educational research to examine the relations betwe... more The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black s...
The 1983 report, A Nation at Risk, highlighted American students' poor academic performance ... more The 1983 report, A Nation at Risk, highlighted American students' poor academic performance in comparative studies and called for major educational reforms. Twenty-five years later, the academic achievement of childrenparticularly minority childrenin the ...
Lesley Berhan is currently the Assistant Dean of Diversity, Inclusion, and Community Engagement f... more Lesley Berhan is currently the Assistant Dean of Diversity, Inclusion, and Community Engagement for the College of Engineering and an Associate Professor in the department of Mechanical, Industrial, and Manufacturing Engineering at The University of Toledo. Her research interests are in the areas of composites and fibrous materials and engineering education. She received her B.Sc. in Civil Engineering from the University of the West Indies in St. Augustine, Trinidad, her M.S. in Civil Engineering from the Massachusetts Institute of Technology, and her Ph.D. in Mechanical Engineering from the University of Michigan, Ann Arbor. She joined the faculty at the University of Toledo in 2004. As the Assistant Dean of Diversity, Inclusion, and Community Engagement she leads the development and execution of initiatives and programs to facilitate the recruitment, retention, and success of women, students from underrepresented groups and first generation students. These duties are well aligned ...
5 Stage-Environment Fit Revisited: A Goal Theory Approach to Examining School Transitions Carol M... more 5 Stage-Environment Fit Revisited: A Goal Theory Approach to Examining School Transitions Carol Midgley University of Michigan Michael J. Middleton University of New Hampshire Margaret H. Gheen University of Michigan Revathy Kumar University of Toledo For more than ...
ABSTRACT This paper examines stability and change during the elementary-to-middle school transiti... more ABSTRACT This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are.
Recruiting and retaining students of color in colleges of education in predominately White instit... more Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that ameliorating cultural costs for preservice teachers of color enhances their expectations for successful graduation and increases the subjective value of the teaching profession. Finally, we discuss practices that can be implemented at the interpersonal, instructional, and institutional organizational levels to ameliorate these cultural costs.
International Handbook of Research on Teachers and Teaching, 2009
Recent technological advances and changing economic conditions have prompted significant populati... more Recent technological advances and changing economic conditions have prompted significant population shifts from developing countries in Latin America, Asia, Africa and the Middle East to Western nations including the United States. The receiving nations' resultant increase ...
This study draws on insights from achievement goal theory and multicultural education to examine ... more This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority students and expressed some discomfort with student diversity. Analyses of variance results provide evidence that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program. Paired t-test results based on longitudinal data ( n = 79) suggest that some gains preservice teachers accrued midway through the program were lost when they were close to graduation. ...
... ome-School Dissonance: Longitudinal Effects on Adolescent Emotional and Academic Well-BeingRe... more ... ome-School Dissonance: Longitudinal Effects on Adolescent Emotional and Academic Well-BeingRevathy Arunkumar and Carol Midgley Combined Program in Education and Psychology University of Michigan Tim Urdan Department of Psychology Santa Clara University ...
The study integrates social-psychological and educational research to examine the relations betwe... more The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black s...
The 1983 report, A Nation at Risk, highlighted American students' poor academic performance ... more The 1983 report, A Nation at Risk, highlighted American students' poor academic performance in comparative studies and called for major educational reforms. Twenty-five years later, the academic achievement of childrenparticularly minority childrenin the ...
Lesley Berhan is currently the Assistant Dean of Diversity, Inclusion, and Community Engagement f... more Lesley Berhan is currently the Assistant Dean of Diversity, Inclusion, and Community Engagement for the College of Engineering and an Associate Professor in the department of Mechanical, Industrial, and Manufacturing Engineering at The University of Toledo. Her research interests are in the areas of composites and fibrous materials and engineering education. She received her B.Sc. in Civil Engineering from the University of the West Indies in St. Augustine, Trinidad, her M.S. in Civil Engineering from the Massachusetts Institute of Technology, and her Ph.D. in Mechanical Engineering from the University of Michigan, Ann Arbor. She joined the faculty at the University of Toledo in 2004. As the Assistant Dean of Diversity, Inclusion, and Community Engagement she leads the development and execution of initiatives and programs to facilitate the recruitment, retention, and success of women, students from underrepresented groups and first generation students. These duties are well aligned ...
5 Stage-Environment Fit Revisited: A Goal Theory Approach to Examining School Transitions Carol M... more 5 Stage-Environment Fit Revisited: A Goal Theory Approach to Examining School Transitions Carol Midgley University of Michigan Michael J. Middleton University of New Hampshire Margaret H. Gheen University of Michigan Revathy Kumar University of Toledo For more than ...
ABSTRACT This paper examines stability and change during the elementary-to-middle school transiti... more ABSTRACT This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are.
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