Respect for diversity perceptions also varied by staff role, with prevention staff polarized and resource officers and counselors lower¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers and administrators reported the most positive respect-for-diversity perceptions, counselors/psychologists and police/school resource officers lower average agreement, and prevention staff polarized responses. → 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 CSSS Respect for Diversity scale responses by role (Exhibit 6); statistically significant differences by role were reported, consistent with the instructional equity results. No effect size is printed.

"Teachers and administrators reported the most positive perceptions of respect for diversity in their schools. Counselors and psychologists, along with police and school resource officers, reported lower average agreement."

Discussion¶

Related Claims¶

• 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
• African American secondary school staff had more negative perceptions of respect for diversity in their schools than other staff — related