The Role of Teachers in Perpetuating or Dismantling Racialized Practices/Behaviors

Session Type: Paper Symposium

Abstract

Teachers play a pivotal role in the socialization and learning of children across age groups. Teacher perceptions influence classroom practices. This symposium addresses a gap in the literature using 4 papers that explore different aspects of racialized practices/behavior in the classroom. Paper 1 examines teachers' perceptions and experiences of parental support for anti-racist classroom conversations with young children. Findings suggest that while most teachers believe families are supportive of anti-bias education, they also experience a range of parental concerns and other barriers to this work. Paper 2 examines teachers’ understanding of young children’s racial awareness and teacher beliefs about integrating racialized topics into the classroom. Findings suggest that BIPOC educators are more likely to be comfortable and value discussing racialized topics with young children. Additionally, early childhood classrooms lack resources to support learning about racialized topics, indicating a need for intervention. Paper 3 identifies profiles of teachers’ racialized beliefs and explores ways the profiles relate to teachers’ perceptions of Black and White children’s behaviors. Paper 4 examines 1) racial discrepancies in ratings of emotional reactivity and regulation by first grade teachers vs. trained observers and 2) whether teacher-child relationships influenced teacher ratings of children's emotion regulation. Findings suggest that although teachers rated Black children as more dysregulated than white children, having close teacher-child relationships improved ratings of Black boy's regulation. These papers emphasize the importance of the roles of educators in perpetuating racialized practices in the classroom. This symposium will integrate opportunities for discussion throughout.

Sub Unit

• Diversity, Equity & Social Justice

Chair

• Amy Van Schagen, California State University - San Bernardino

Individual Presentations

• Engaging Families Around Anti-Bias Classroom Conversations: Early Childhood Teachers’ Perceptions of Barriers and Facilitators - Presenting Author: Danielle A Crosby, University of North Carolina at Greensboro; Ireti Aderayo Adegbesan, University of North Carolina at Greensboro

• Exploring Early Childhood Teacher Beliefs and Practices with Integrating Race and Racism Topics in Classrooms - Presenting Author: Amy Van Schagen, California State University - San Bernardino; Tara Jane O'Malley, California State University - San Bernardino; Alexandria Chung; Perla Esparza-Partinico

• Profiles of teachers’ racialized beliefs: Associations with perceptions of Black and White children’s behaviors - Presenting Author: Kamilah Legette, University of Denver; Andrew Supple, University of North Carolina at Greensboro; Youselene Beauplan, University of North Carolina at Greensboro

• Teacher Bias in Ratings of Black and White First Grade Children’s Emotion Regulation: The Role of Positive Teacher Child Relationships - Presenting Author: Angel Sia Dunbar, University of Maryland - College Park