Factors Associated With Racially Minoritized Math Teachers’ Equity-Oriented Practices

Abstract

Using the High School Longitudinal Study of 2009 (HSLS:09), this paper examines how school climate, principal support, teacher professional learning communities (PLCs), and math teachers’ growth mindset (GM) shape ninth graders’ perceptions of racially minoritized math teachers’ equity-oriented practices. Structural equation modeling (SEM) with MLR estimation was used to test the hypothesized model (n = 1,120), controlling for student socioeconomic status (SES) and school demographics. The findings revealed that ninth graders’ perceptions of teacher GM showed a significant positive association with their perceptions of teachers’ equity-oriented practices. Whereas teachers’ perceptions of principal support positively predicted their perceptions of teacher PLCs, principal support was negatively associated with teachers’ equity-oriented practices via teacher perceptions of PLCs. School climate was not related to perceived principal support, teacher GM, and equity oriented practices. These findings point to the need for principal support and culturally relevant PLCs to promote minoritized math teachers’ equity-oriented practices in math classrooms.