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Antiracism Defined as Equitable Sociocultural Interactions in Prekindergarten: Classroom Racial Composition Makes a Difference

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Bibliographic Details
Title: Antiracism Defined as Equitable Sociocultural Interactions in Prekindergarten: Classroom Racial Composition Makes a Difference
Language: English
Authors: Curenton, Stephanie M. (ORCID 0000-0002-5281-0414), Rochester, Shana E. (ORCID 0000-0003-1635-8878), Sims, Jacqueline (ORCID 0000-0001-6709-058X), Ibekwe-Okafor, Nneka (ORCID 0000-0002-6587-3481), Iruka, Iheoma U. (ORCID 0000-0003-4695-6190), García-Miranda, Arlene G. (ORCID 0000-0002-2817-3881), Whittaker, Jessica (ORCID 0000-0002-6117-4579)
Source: Child Development. May-Jun 2022 93(3):681-698.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Social Justice, Racial Discrimination, Preschool Education, Racial Composition, Classroom Communication, Preschool Children, Equal Education, Predictor Variables, Discipline, Individualized Instruction, Executive Function, Student Development
DOI: 10.1111/cdev.13779
ISSN: 0009-3920
Abstract: This study used secondary data from the My Teaching Partner-Math/Science 2013-2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01-0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers' use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1337839
Database: ERIC
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Abstract:This study used secondary data from the My Teaching Partner-Math/Science 2013-2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01-0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers' use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.
ISSN:0009-3920
DOI:10.1111/cdev.13779