Color-Blind Racial Attitudes and Multicultural Teaching Efficacy among Early Childhood Preservice Teachers: Implications for Teacher Education
Bibliographic record
Abstract
This study was to examine early childhood preservice teachers’ color-blind racial attitudes and its association with their sense of multicultural teaching efficacy. A total of 66 preservice teachers enrolled in an early childhood teacher education program at a state university in the Northeast US participated in this study through online surveys. Results indicated a mean Color-Blind Racial Attitudes Scale (CoBRAS) score of 2.70, reflecting an average endorsement of color-blind racial attitudes among preservice teachers. Pearson’s correlation analysis revealed that racial privilege, institutional discrimination, and blatant racial issues were positively correlated (all p < .01). Additionally, CoBRAS scores were negatively correlated with the Multicultural Efficacy Scale (r = -.42, p < .01), indicating that higher color-blind racial attitudes were associated with lower multicultural efficacy. Linear regression analysis showed that 24.7% of the variance in multicultural teaching efficacy could be explained by color-blind racial attitudes (F = 6.227, p < .001), with racial privilege (t = -3.45, p < .001) as the only significant predictor. Overall, the findings suggest that there is a relationship between the endorsement of color-blind racial attitudes and the level of multicultural efficacy among preservice teachers. This underscores the importance of promoting multicultural education through efforts to reduce color-blind racial attitudes in teacher education programs to promote culturally responsive teaching practices and improve student outcomes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".