Presenter(s)

• Asya Miles, School Psychology Doctoral Student, University of Memphis
• Emily Srisarajivakul, Assistant Professor, University of Memphis
• Kristin Hardy, University of Memphis - School Psychology
• Kailey Thornton
• Michelle Washington, Assistant Professor, University of Memphis
• Anabel Meyer

Abstract

As classrooms become increasingly diverse, culturally relevant pedagogy (CRP) is essential for fostering student engagement, belonging, and equitable outcomes (Gay, 2021; Ladson-Billings, 1994). Culturally humble teaching practices support CRP by promoting educators’ openness to students’ cultural identities. Although multiple measures have been developed to assess culturally competent and humble practices, variability in their reliability and validity necessitates further refinement. As such, this study provides initial validation of the Cultural Humility Scale for Teachers using a nationally recruited sample of 888 educators. CFA supported a three-factor structure with good fit (CFI=.97, RMSEA=.05), with adequate reliability (ω=.78–.87) and moderate convergent validity (r=.47–.57).