Racial Incidents in the Classroom: A Qualitative Study on Preschool Teachers’ Perceptions and Intervention Strategies

• In Event: Big Conversations on Early Childhood Praxis

Abstract

This qualitative study examined the extent to which an early educators’ education and experience influences their perception of and intervention in racial incidents that occur in a preschool classroom. The study used focus groups to explore the implications of a teacher’s ability to a) perceive the racial situation, b) intervene, and c) turn the situation into a “teachable moment” to expand upon a young child’s maturing classification system. Using the theories of social learning, intergroup contact, perspectives on ethnic/race identity formation and foundations of multicultural education, the study attempted to address the what role early educators and their intervention strategies could play in reducing the formation of prejudices and negative stereotypes in preschool-aged children.

Authors

• Melinda Ramzel, Syracuse University

• Robert P. Moreno, Syracuse University