Increasing Teachers’ Culturally Responsive Dispositions: Conditions and Antecedents

While studies have linked culturally responsive teaching to positive student outcomes, developing teachers’ dispositions and practice for culturally responsive teaching remain challenging. This study investigates the antecedents and conditions that facilitated increases in culturally responsive dispositions among middle school teachers following the summer of 2020. Using survey data from 533 middle school teachers and follow-up interviews with 15 teachers, the study explores changes in teachers’ personal commitments to culturally responsive teaching and examines factors influencing their increased attention to race and equity. The findings have implications for developing teachers with the commitments to advance equity and inclusivity in schools.