Detrimental Effects of Color-Blind Racial Attitudes in Preparing a Culturally Responsive Teaching Workforce for Immigrants

Germán A. Cadenas, Jesus Cisneros, Lisa B. Spanierman, Jacqueline Yi, Nathan R. Todd

Research output: Contribution to journalArticlepeer-review


Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers’ career development in schools serving immigrants of color.

Original languageEnglish (US)
Pages (from-to)926-941
Number of pages16
JournalJournal of Career Development
Issue number6
StatePublished - Dec 2021


  • color-blind racial attitudes
  • culturally responsive teaching
  • immigration
  • social cognitive career theory
  • teacher career development

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • General Psychology
  • Organizational Behavior and Human Resource Management


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