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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nTeacher Beliefs About Race, Empathy, and Black Boys: S-TEAAM 2.0  \nChezare A. Warren  \nCarla P. Wellborn-Watts  \nVanderbilt University  \nTim J. Herd  \nUniversity of California-Los Angeles  \nHumanizing social interactions with Black children help to oppose the harmful impacts of anti-Blackness. Although empathy is found to improve the quality of teachers’social interactions with Black students, too little research explores the relationship between teachers’ racial beliefs and expression of empathy. This study describes evidence supporting the validity of the teacher beliefs about race (TBAR)—a measure recently added to a previously published scale of teacher empathy with Black boys. The TBAR shows evidence of reliability (α = .86) and is positively associated with how teachers conceptualize and enact empathy across a range of professional teaching tasks. The paper concludes with a discussion of the influence anti-Blackness may have on expression of empathy, the TBAR’s associations with teacher characteristics (e.g., gender), and recommendations for future research.  \nKeywords: race, equity, Black education, teacher characteristics, social context, teacher cognition, factor analysis, psychometrics, anti-Blackness, empathy, Black boys  \nIntroduction  \nEmpathy remains an important human capacity with material consequence for improving Black people’s lives. The racial uprisings that followed George Floyd’s public slaying in May 2020 and the unending COVID-9 global health crisis have taken a tremendous toll on Black people’s collective physical, emotional, and psychological well-being (Alcendor, 2020; Anderson et al., 2022) . Black Americans’health and economic status have worsened when compared with other racial/ethnic and minoritized groups in the United States (Laster Pirtle, 2020; Reyes, 2020; Wright et al., 2022) . Indeed, the unparalleled loss experienced the world over has only intensified the preexisting failures of American social institutions to meet the needs of Black communities, including pre-K–12 schools.  \nScholars insist that contemporary American schools are little more than sites of Black pain and suffering (Dumas, 2016; Dumas & ross, 2016; Ross et al., 2022) . The capacity of classroom teachers to negotiate meaningful social interactions with Black youth, which includes the practice of seeing through their eyes and feeling with (rather than for) them (i.e., empathy), is an urgent pedagogic intervention essential to undoing that suffering. Expressing empathy is less about attempting to “understand” the profundity of Black people’s  \ndistress as much as it is an “act and process of knowing”(see Warren, 2018) also described as perspective taking (Batsonet al., 1997; Boland & Tenkasi, 1995; Gehlbach et al., 2023) . This knowing facilitates teachers’ acquisition of culturally specific points of view. These points of view or perspectives enable more dynamic moment-by-moment pedagogic responses from educators during social interactions with Black youth that may over time produce consistently favorable student outcomes.  \nA foremost goal of the present study was to discern the extent to which teacher beliefs about Black boys and notions of race inform how they conceive of empathy in their everyday teaching practice. Warren’s (2015a) original Scale of Teacher Empathy withAfricanAmerican Males (S-TEAAM) included two subscales: teacher conceptions of empathy (TCE) and teacher application of empathy (TAE) . This paper introduces an upgraded version of Warren’s previously published measure of teacher empathy. S-TEAAM 2.0 combines both the TCE and TAE measures of the original S-TEAAM and a new subscale tha","cbCaihKOX48Am6oj","https://ap.wps.com/l/cbCaihKOX48Am6oj","pdf",866157,27,"English","# Introduction\n## Study purpose and research questions\n## Role of empathy in culturally responsive pedagogy\n## Anti-Blackness as a climate context","[{\"question\":\"What relationship does the study investigate between teachers’ beliefs and empathy?\",\"answer\":\"The study examines evidence linking teachers’ beliefs about race to how they conceptualize and enact empathy with Black boys in everyday teaching practice.\"},{\"question\":\"What is TBAR and what does the study find about it?\",\"answer\":\"TBAR is a measure of teacher beliefs about race added to an upgraded empathy scale. The study reports reliability (α = .86) and positive associations with teachers’ empathy conceptualization and application across professional teaching tasks.\"},{\"question\":\"How does the paper connect anti-Blackness to empathy expression?\",\"answer\":\"The paper discusses how anti-Blackness may influence the expression of empathy and how TBAR relates to teacher characteristics, such as gender.\"}]","Teacher Beliefs About Race, Empathy, and Black Boys: S-TEAAM 2.0 | PDF",1792069347,68]