Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students.
Keywords: Latinx; achievement gap; culturally responsive teaching; teacher ethnicity.