Equitable Sociocultural Practices in Pre-Kindergarten Classrooms: Predicting Children's Academic, Social, and Behavioral Gains

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Sociocultural Approaches to Teaching and Learning

Abstract

Low-income racially minoritized learners (RMLs; e.g., Black, Latinx) are more likely to experience school segregation and have low school readiness outcomes (Rothstein, 2015). Research suggests that some classroom interactions are socioculturally inequitable among RMLs and their White counterparts (e.g., Gilliam et al., 2016). Authors (2019) developed tool—the Assessing Classroom Sociocultural Equity Scale (ACSES)—to assess teacher practices related to equity. In a sample of 247 children (47 classrooms), we used hierarchical linear modeling to explore whether child or aggregate classroom characteristics moderated associations between ACSES dimensions and children’s early skills. Results indicated that two dimensions were negatively associated with child academic gains. These findings extend our understanding of the equitable classroom practices that shape young children’s early skills.

Authors

• Stephanie Michelle Curenton, Boston University

• Shana E. Rochester, University of Maryland, Baltimore County

• Jacqueline Sims, Boston University

• Arlene Garcia-Miranda, Albizu University

• Iheoma U. Iruka, University of North Carolina - Chapel Hill