On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs

Abstract

Multicultural education (ME) centers educators' race-related beliefs as instrumental toward equitable learning environments. Understanding factors underlying a diversity of educators' beliefs can improve teacher education for all, but research with teachers of color is scarce. Using survey data from 238 African American in-service educators, we examined race-related pedagogical beliefs in association with: (1) their teacher education experiences (e.g., traditional vs. alternative certification); (2) their breadth of ME professional development, and (3) sociodemographics. Findings show race-related belief differences by sociodemographics and teacher education factors. We suggest avenues for improving ME and teacher education by leveraging educators’ existing (“nature”) and malleable (“nurture”) assets.