Date of Award
5-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Molly Wheeler
Department/School
Montessori Early Childhood, Montessori Elementary Education
Abstract
This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.
Recommended Citation
Tuffiash, Marisa. (2022). Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/471
Included in
Educational Psychology Commons, Social and Philosophical Foundations of Education Commons