Using Exploratory Item Response Modeling to Identify the Hierarchical Structure of Anti‐Racism Value Stance Constructs among Teachers

Abstract This study presents the development and validation of two construct maps representing confidence in the adoption of practices associated with an anti‐racism (AR) value stance among in‐service teachers using and exploratory item response modeling (IRM) approach. The Anti‐Racism Value Stance Survey (ARVSS) was developed to assess teachers’ confidence in understanding critical AR concepts and engaging in AR‐aligned actions following completion of a state‐sponsored professional development. The AR‐Concepts (AR‐C) construct reflects three hierarchically related stages starting at foundational critiques of racism to systemic, intersectional understandings, while the AR‐Actions (AR‐A) construct outlines four hierarchically related stages of action starting at classroom‐level interventions to systemic advocacy. We provide evidence for the ARVSS's reliability and provide validity based on content and internal structure. Findings suggest that confidence in AR conceptual understanding and AR action‐readiness progress concurrently. Our constructs hold implications for curriculum design, teacher preparation, and future assessment development in multicultural and anti‐racist education.