Title: Bridging the Gap Between Teacher Efficacy and Culturally Responsive Pedagogy
Subtitle: It Starts with Us
Subject Classification:  Education, Society and Culture, Childhood Studies  
BIC Classification: JFSP1, JNL, JF
BISAC Classification: EDU020000, EDU020000, EDU046000
Binding: Hardback, eBook
Publication date: 28 Aug 2025
ISBN (Hardback): 978-1-83711-106-0
ISBN (eBook): 978-1-83711-107-7

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Description

Research shows that young children can recognize differences in people’s appearance, and may exhibit early social biases. Some children show preferences based on these observations, and many encounter stereotypes and their negative impacts early on.

Addressing these issues in education is essential for creating inclusive and culturally aware classrooms. Teachers with high self-efficacy - a belief in their capability to reach teaching goals - play a critical role. By reflecting on their own cultural backgrounds, teachers can better understand students, fostering empathy and openness.

Training in cultural competence is crucial to meet the diverse needs of students, as effective multicultural education prepares students for a diverse world, building motivation, celebrating unique perspectives, and creating a supportive learning environment. Together, we can build a world where every child feels seen and valued. Real change in the classroom starts with us.

An important book for teachers and educators at all levels, in practice and in training, and for educational researchers and theorists.

Biography

Author(s):  Dr. Elle Anthony is the PK-12 World Languages Department Chair at Saint Andrew’s School, Boca Raton, Florida, USA.

Reviews

"In a moment when conversations around equity have become increasingly charged, shaped by political pressure and uncertainty in schools, Bridging the Gap Between Teacher Efficacy and Culturally Responsive Pedagogy is a courageous and deeply thoughtful guide. At a time when many institutions claim to speak the language of inclusion yet struggle to translate intention into practice, this book offers clarity, conviction, and a path forward. Elle Anthony brings more than scholarship; she brings lived experience, honest reflection, and a compelling invitation for educators to examine both the visible and invisible forces shaping our classrooms. What sets this work apart is the seamless integration of research, classroom practice, and motherhood. As a world language educator and the parent of multiracial children, Anthony writes with urgency and tenderness, reminding us that conversations about race, identity, and belonging are not abstract ideals — they are daily realities for our students. Her message is clear and compassionate. Silence is not neutrality. When we do not intentionally teach toward equity, students fill the void with stereotypes, misinformation, and a quiet sense of invisibility. Grounded in strong research, personal narrative, and thoughtful analysis, Anthony offers practical strategies, from authentic representation in the curriculum to normalizing conversations about identity to interrupting bias in real-time. Equally important, she emphasizes that this work cannot be left to individuals alone. She argues that authentic equity work requires intentional professional learning, collective accountability, ongoing reflection, and school-wide practices that honor student voice and identity daily, not just during designated months or moments of crisis. Her message is ultimately hopeful: transformation begins with us — with our awareness, our willingness to be uncomfortable, and our daily choices to see, affirm, and uplift every learner. This book fills a needed space in education literature, naming both the emotional and systemic dimensions of culturally responsive teaching and offering guidance for educators at every level, from new teachers seeking grounding to experienced school leaders cultivating cultures of belonging. A vital and visionary contribution and a must-read for all educators committed to raising empathetic, critically thinking, and culturally grounded young people."
- Angela Perez Kopels, Ed.D., Independent School Leader, Educator & Practitioer-Researcher