Raul Segura
Faculty Mentor
Sarah Johansson
Presentation Type
Poster
Start Date
May 2025
End Date
May 2025
Location
PUB NCR
Primary Discipline of Presentation
Psychology
Abstract
The United States’ growing population shows an increase in diverse and multicultural communities, which is reflected in many of our schools. We see an increase and variability in languages, ethnicities, and cultural backgrounds. Teacher population may not be reflective of the students diverse identities. Could a disconnect between teacher background, culture, language and ethnicity, and if so, does this effect student-teacher relationships, present bias, or affect academic progress? This mixed-methods study uses both quantitative data collected from multiple choice questions and Likert scales and qualitative data from questions that require a short response. The findings provide insight into the experiences of secondary teachers in Eastern Washington related to bias and student- teacher relationship building in multicultural and ethnically diverse classrooms. This study also gathers and presents data from teachers about the effectiveness of current policies and training regarding inclusion. This research builds upon initial data collection that hopes to explore the perceptions that teachers have regarding working with students of diverse ethnic backgrounds and whether they can identify biases. This initial data of perceptions that teachers have could help us to see how we can have conversations regarding this issue. Later, we would like to continue this research and recreate it with teachers who work in the western region of Washington state.
Recommended Citation
Segura, Raul Jr, "Raul Segura" (2025). 2025 Symposium. 18.
https://dc.ewu.edu/srcw_2025/ps_2025/p1_2025/18
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Raul Segura
PUB NCR
The United States’ growing population shows an increase in diverse and multicultural communities, which is reflected in many of our schools. We see an increase and variability in languages, ethnicities, and cultural backgrounds. Teacher population may not be reflective of the students diverse identities. Could a disconnect between teacher background, culture, language and ethnicity, and if so, does this effect student-teacher relationships, present bias, or affect academic progress? This mixed-methods study uses both quantitative data collected from multiple choice questions and Likert scales and qualitative data from questions that require a short response. The findings provide insight into the experiences of secondary teachers in Eastern Washington related to bias and student- teacher relationship building in multicultural and ethnically diverse classrooms. This study also gathers and presents data from teachers about the effectiveness of current policies and training regarding inclusion. This research builds upon initial data collection that hopes to explore the perceptions that teachers have regarding working with students of diverse ethnic backgrounds and whether they can identify biases. This initial data of perceptions that teachers have could help us to see how we can have conversations regarding this issue. Later, we would like to continue this research and recreate it with teachers who work in the western region of Washington state.
