Scholars have called for a merging of Universal Design for Learning and Culturally Sustaining Pedagogies to imagine a more complete vision of inclusion—one that sustains students’ distinct identities while centering variability. Doing so holds promise for creating equitable educational environments, especially for students multiply marginalized in schools. Assessing teachers’ self-efficacy to employ such equity-centered teaching (ECT) is one avenue for measuring their potential for implementation. However, while scales measuring self-efficacy for each distinct framework exist, none yet measure their cross-pollination. In this study, we operationalized this cross-pollination as ECT and utilized a six-stage approach to design a self-efficacy measure for ECT. We employed Item Response Theory (N = 225) to gather evidence of scale validity. Our construct concretizes a theoretical discussion into a tangible resource, and our scale extends measurement opportunities in the ECT literature by intersecting two important equity-oriented frameworks and synthesizing them into a single accessible tool.
McClam et al. (Thu,) studied this question.