Poster #99 - Early Childhood Educator's Skills, Knowledge, and Dispositions Related to Justice, Equity, Diversity, and Inclusion

• In Event: Poster Session 03

Abstract

Background: Minoritized children are two times more likely to be profiled and policed in schools, including in early care and education (ECE; www.ocrdata.dd.gov). Minoritized children deserve ECE experiences that affirm their social and cultural identities (Wright & Ford, 2019) and do not put them at risk for exclusionary discipline practices or expulsion (Morris, 2016; Zinsser et al., 2022). Although we know that ECE teachers more closely monitor Black or Brown children’s behavior (Gilliam et al., 2016) and interpret their behavior more harshly (Zimmerman, 2018), we know little about how ECE teachers understand, respond to, and teach about issues of race, ethnicity, and inequity. Therefore, we examine teachers’ knowledge, skills, and dispositions (KSD) related to justice, equity, diversity, and inclusion (JEDI) in their work.

Method: We conducted four virtual focus groups with 15 ECE teachers from a midwestern state (see Table 1). The racial/ethnic composition within each group was intentional and varied; facilitators’ race/ethnicity was matched to participants when possible (Easton-Brooks, 2019). Participants discussed 4-5 vignettes constructed from real life ECE experiences where issues of equity or racial/ethnic, cultural, or linguistic differences were evident in children's statements or play, or when differences between the race/ethnicity or culture of the child and teacher could influence interactions. Participants also responded to a series of questions around their beliefs about JEDI in ECE and their experiences with children acknowledging differences.

Using Reflexive Thematic Analysis, four coders with diverse racial/ethnic identities examined the data in an iterative and collaborative process to identify data-driven codes (Braun & Clarke, 2022). Then, we examined how these codes represented teachers’ current KSD, arranging the initial codes into three components that drive teacher competency.

Results: Preliminary themes are in Figure 1. Teachers displayed an orientation of interpreting children as curious when they made statements about racial/ethnic or cultural differences; however, few teachers, most often those in minoritized groups, expressed a need to reflect on children’s words or behavior before acting, acknowledging their own potential biases. Although some teachers expressed awareness of their lack of knowledge regarding minoritized groups, not all expressed a desire to learn more about or a commitment to JEDI. Some teachers deferred to others in their work, which sometimes honored different individuals, but other times reflected an indifference or dereliction to their own responsibility. Teachers’ positionality also appeared to influence their practices. For example, many Black teachers working primarily with Black children discussed the importance of sharing the experiences and contributions of Black leaders, with the explicit purpose of positively impacting children. In contrast, White teachers who taught primarily White students often seemed unaware of the value of addressing diversity and some expressed discomfort in acknowledging differences. Implications for change are presented.

Conclusion: The JEDI KSD that ECE teachers bring to their work has implications for how children come to understand themselves and others, classroom behavior, and teachers’ competency in supporting young children. Our research identifies the current strengths and weaknesses, as well as the variability, in teachers’ competency in this area of their practice.

Authors

• Sarah Naomi Lang, Ohio State University
  Presenting Author

• Erin Tebben, Ohio State University

• Summer W Luckey, Ohio State University

• Kyla M Hurns, Ohio State University

• Donna Y Ford, Ohio State University

• Arya Ansari, Ohio State University

• Penny A Pasque, Ohio State University