In this talk, Dr. Faheemah Mustafaa will share findings from her multidisciplinary survey study with 238 Black K-12 educators from around the United States. Using psychological measures, she explores the diversity of racial identity attitudes, culturally relevant pedagogy dispositions, and teacher education training experiences present among todays Black educators.
In study 1, Beneath the Skin, Dr. Mustafaa and colleagues use a psychological racial identity framework to examine individual differences in Black educators perspectives on culturally relevant pedagogy. Study 1 also illuminates differences in Black educators culturally relevant pedagogy dispositions by individual sociodemographic factors (e.g., social class upbringing, birth cohort/generation) and school context factors (e.g., urbanicity, racial demographics, Title I status). Dr. Mustafaas study 2, Black Educators and Multicultural Education, shows associations between Black educators multicultural education training and (1) their beliefs about race and culture, and (2) their race and culture-related classroom practices.
Altogether, the National Survey of Black Teachers highlights nuances in how Black educators think about themselves as racialized individuals in society and their attitudes toward race and culture in the classroom. Dr. Mustafaa will highlight the utility of psychology toward understanding within-group diversity among teachers of color, and will discuss practical implications for teacher education and teacher retention.
About the Speaker. Dr. Faheemah N. Mustafaa is a postdoctoral researcher in the Department of Psychology (Social-Personality area) at the University of California, Berkeley. Her research focuses on K-12 educators racial attitudes and related instructional practices; teacher-student relationships; and students perceptions of their teachers classroom practices. She is committed to work that provides equitable access to education and wellness opportunities for all children.
Dr. Mustafaa earned her doctorate in the Combined Program in Education and Psychology, her masters degree in Higher Education at the University of Michigan, and her bachelors degree in Biobehavioral Health at Pennsylvania State University. She is a Ford Foundation fellow and Co-PI on a $400,000 Jobs for the Future Student-Centered Learning Research Collaborative grant with Dr. Jason Okonofua.