The Relation between Teacher and Child Race, Teacher Perceptions of Disruptive Behavior, and Exclusionary Discipline in Preschool

Y

10

Institute of Education Sciences (ED)

R324A100215
R305B170021

Preschool Children; Preschool Teachers; Racial Differences; Racial Bias; Teacher Attitudes; Student Behavior; Behavior Problems; Discipline; Minority Group Students; African American Students; White Students; White Teachers; African American Teachers; Student Characteristics; Teacher Characteristics

10.1016/j.jsp.2021.10.003

0022-4405

In preschool, Black children are over-represented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. Results indicated that teacher and child race were associated with teachers' ratings of children's disruptive behavior and reported use of exclusionary discipline practices.

As Provided

Yes

2022

ED620426