White Privilege in the Early Elementary Classroom: Implications for Children’s Achievement

• In Event: Literacies for Antiracism and Social Justice

Abstract

Longitudinal links between child externalizing behavior, teacher-child conflict, and academic achievement exist, but are not fully explained, in the literature. Systemic racism is pervasive in education, placing White children at a distinct advantage over Black and Latine children. Using CRT, we examined teachers' perceptions of children's externalizing behavior and conflict by race/ethnicity, and whether those perceptions are associated with achievement from K-3. Using cross-lagged models with participants from ECLS-K 2011, we found, controlling for SES and gender: Black children were rated highest in teacher conflict and externalizing behavior, Latine children were rated lowest in conflict, and Asian children were rated lowest in externalizing behavior. More conflict and behavior problems predicted lower future math and reading achievement. Implications are discussed.

Authors

• Kathleen Moritz Rudasill, Virginia Commonwealth University

• ShengLun Cheng, National Taipei University of Technology

• Martinique Ann Sealy, Virginia Commonwealth University

• Chin-Chih Chen, Virginia Commonwealth University

• Yaoying Xu, Virginia Commonwealth University

• Lindai Xie, Virginia Commonwealth University