Date of Award

8-2026

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Kelly A. McDonnell, Ph.D.

Second Advisor

Jennifer Foster, Ph.D.

Third Advisor

Regena F. Nelson, Ph.D.

Keywords

Colorblind racial attitudes, culturally responsive teaching, public school teachers, racial socialization

Abstract

Teachers play a significant role in shaping student’s academic experiences, social development, and understanding of race and diversity within school settings. Because schools function as important sites of racial socialization, teachers’ beliefs about race may influence how they interpret student behavior, respond to inequities, select instructional practices, and engage with culturally diverse classrooms. One framework that has received increasing attention within psychological and educational research is colorblind racial ideology (CBRI) which reflects the minimization or denial of the continuing significance of race and racism in society. Colorblind racial ideology has been identified in prior literature as a dominant framework for shaping racial socialization within schools and broader society, yet limited research has examined how these attitudes relate to teachers’ perceptions of culturally responsive teaching practices.

The purpose of this dissertation is to examine public-school teachers’ colorblind racial attitudes, culturally responsive teaching practices, and the relationship between these constructs among practicing educators in southern Michigan. By examining the constructs together, the study seeks to contribute to a broader understanding of how teachers’ racial attitudes may intersect with their perceptions of culturally responsive teaching practices. The study also evaluates the psychometric functioning of the Racialized Teaching Efficacy Scale (RTES), a measure of three dimensions of racially responsive teaching practices (culturally responsive, anti-racist, and non-racist) within a sample of practicing teachers. Participants included 106 predominantly White public-school teachers employed across multiple districts in southern Michigan. Data was collected using an online self-report survey that included the Colorblind Racial Attitudes Scale (CoBRAS), the RTES, and a Demographic Questionnaire developed by the researcher. Results indicated that teachers generally held low-to-moderate levels of colorblind racial attitudes, although responses varied, and teachers demonstrated greater awareness of blatant racial issues than of institutional discrimination or racial privilege. They reported relatively strong efficacy for culturally responsive teaching practices and anti-racist teaching practices, with comparatively lower efficacy for non-racist teaching practices. Correlational analyses revealed a small but statistically positive relationship between the teachers' overall colorblind racial attitudes and their efficacy for employing non-racist teaching practices, while relationships between their attitudes and efficacy for culturally responsive and anti-racist practices were not statistically significant. A multiple regression analysis indicated that the non-racist subscale of the RTES was the only significant unique predictor of colorblind racial attitudes when controlling for the other subscales. Psychometric analyses of the RTES provided evidence of strong internal consistency for the culturally responsive and anti-racist subscales, while the non-racist subscale demonstrated weaker reliability and conceptual ambiguity. The study findings are discussed within the broader literature on teacher racial attitudes, culturally responsive teaching practices, and measurement of these constructs. Implications for educational practice, teacher preparation and policy are presented along with strengths and limitations of the study and recommendations for future research.

Access Setting

Dissertation-Open Access

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