Diverse Educators, Diverse Classrooms: how Teachers’ Experiences With Diversity Impact Their Inclusion and Equity Practices

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic -Diversity, Equity & Social Justice

Abstract

Introduction. Early childhood education has traditionally focused its understanding of equity and diversity on treating children equally, overlooking the possibility that failing to promote intentional communication with children about race strengthens the notion that race is ‘taboo’ and can reinforce racial biases (Souto-Manning & Rabadi-Raol, 2018). Many early childhood teachers struggle to incorporate racial/ethnic relevancy into classroom practices, perhaps due to misconceptions about children’s ability to engage in race-related discussions (Gay & Howard, 2000). This study examined early childhood educators’ past experiences with diversity and perceived classroom practices related to equity, diversity, and inclusion.
Methods. Participants included 31 teachers of children 0-5 years-old in a university-based child care program (ECE), and 7 educators from an elementary school setting of children 4-5 years-old in Transitional Kindergarten (TK). Almost half of the teachers (100% of TK, 48% of ECE) held a Bachelor’s Degrees and 16% of TK teachers, 29% of ECE teachers identified as Hispanic/Latinx. A mixed-methods descriptive design utilized online surveys and semi-structured interviews to examine teachers’ demographic characteristics, their past experiences with diversity (Multicultural Efficacy Scale: Experience with Diversity; Guyton & Wesche, 2005), and their beliefs around culturally responsive teaching. Interviews were coded using an apriori and emergent coding approach.
Results. Compared to non-Hispanic educators, Hispanic educators in both ECE and TK groups reported significant differences in their experiences growing up in diverse neighborhoods, F (df = 2, 42) = 3.514, p < .05., but not in overall cumulative experiences with diversity. ECE teachers differed from TK teachers in past experiences with diversity, perceived self-awareness related to racial bias, and classroom practices based on ethnicity. Hispanic educators reported more experiences with diversity while growing up, F (df = 1, 42) = 4.74, p < .05, more awareness of their cultural identity and history, F (df = 1, 40) = 8.06, p < .01, and had higher-quality pedagogical practices, F (df = 1, 40) = 5.06, p < .05. Self-awareness of racial bias was positively associated with teacher articulated practices. The physical classroom environment and pedagogical practices were positively associated with approaches to family relationships. Preliminary qualitative analyses suggest that ECE teachers talked more about awareness of cultural differences, partnering with families and teaching children to understand differences, while TK teachers talked more about representing children's backgrounds in the classroom and teaching children to accept differences. Subsequent analyses will present qualitative findings on teachers’ articulated beliefs and practices related to diversity between ECE and TK settings.
Discussion. Developmentally appropriate practice (DAP) and culturally responsive teaching (CRT) practices have been seen as pinnacles of high quality ECE. Limited research has investigated how teachers' personal experiences and beliefs shape their understanding and implementation of these practices, while balancing the inherent tensions in DAP and CRT (Souto-Manning & Rabadi-Raol, 2018). ECE teachers are not a homogenous group in their backgrounds, training, or experiences with diversity. To move towards improving access to high quality education for all children, more research is needed to disentangle teachers’ beliefs, experiences, and training across early childhood spanning preschool to early elementary school.

Authors

• Monica Molgaard, University of California - San Diego
  Presenting Author

• Benjamin Kennedy, University of California - San Diego
  Non-Presenting Author

• Alison Wishard Guerra, University of California - San Diego
  Non-Presenting Author

• Shana R Cohen, University of California, San Diego
  Non-Presenting Author

• Thandeka Chapman, University of California - San Diego
  Non-Presenting Author