African American secondary school staff perceived their schools' instructional equity less positively than staff of other races/ethnicities¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2027: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On the Instructional Equity scale, African American staff reported less positive perceptions than colleagues from other racial/ethnic groups, a statistically significant variation. → McCullough 2022
Evidence¶
McCullough 2022¶
McCullough, S. N., Hashmi, S., Austin, G., & Cerna, R. (2022). Instructional equity and respect for diversity in schools: Staff perceptions vary by race/ethnicity and by role. WestEd. https://eric.ed.gov/?id=ED621215
q2 · i? · associational · r2
Observational analysis of California School Staff Survey data from 118,986 secondary staff (2017/18 and 2018/19). The brief reports "statistically significant variations in perceptions by race or ethnicity" on the Instructional Equity scale, with African American staff least positive; no effect size is printed.
"Overall, African American school staff indicated perceptions of their school's instructional equity that were less positive than the perceptions of their colleagues from other backgrounds."
Discussion¶
Learner Variables¶
- Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- African American secondary school staff had more negative perceptions of respect for diversity in their schools than other staff — related
- White and Asian staff report more positive school climates than African American and Hispanic staff, irrespective of their school's student racial composition — related
- Staff perceptions of instructional equity varied by role: teachers, special education teachers, and administrators most positive; paraprofessionals, resource officers, and counselors least positive — related
- Fewer than half of secondary staff strongly agreed that their schools foster instructional equity (46%) or respect for diversity (45%) — related
- A racial school-climate gap exists: White and Asian students generally report higher safety, support, and connectedness than African American, American Indian, and Hispanic students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
african-american-staff-least-positive-instructional-equity-perceptions |
title |
African American secondary school staff perceived their schools' instructional equity less positively than staff of other races/ethnicities |
description |
African American secondary school staff perceived their schools' instructional equity less positively than staff of other races/ethnicities |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-17 |
recheck_by |
2027 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mccullough-2022 |
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