ABSTRACT

Pedagogical approaches that aim to counteract discrimination and injustice have been identified as potential ways to reduce pervasive and persistent inequities in education outcomes, which emerge as early as preschool. Despite this potential, however, empirical research is limited and suggests a disconnect between recommended practices for counteracting bias in early childhood education and the implementation of such approaches in everyday classrooms. The goal of the present study was to examine the extent to which early childhood education centers identified as having an intentional focus on race, culture, and bias actually implemented practices aligned with this approach across five domains of practice: Visual/Esthetic Environment, Toys and Materials, Activities, Interactions, and Organizational Climate. We conducted classroom observations and focus groups with educators and administrators in five early childhood education centers. Practices within the five domains were interpreted on a continuum from laissez-faire to anti-discrimination. Results demonstrated that educators did not consistently engage in practices consistent with an anti-discrimination approach when addressing issues of race and culture. This study provides important insights regarding explicitly addressing race/ethnicity, culture, and bias in early childhood education in a comprehensive and proactive manner, with implications for educator training.

摘要

旨在消除歧视和不公正的教学方法已被确定为减少教育成果普遍和持续不公平的潜在方法，这种不公平早在学龄前就出现了。然而，尽管有这种潜力，但实证研究是有限的，并且表明在幼儿教育中消除偏见的推荐做法与在日常课堂中实施此类方法之间存在脱节。本研究的目的是检查被认定为有意关注种族、文化和偏见的幼儿教育中心在多大程度上实际在五个实践领域实施了与这种方法相一致的实践：视觉/审美环境、玩具和材料、活动、互动和组织氛围。我们在五个幼儿教育中心与教育工作者和管理人员进行了课堂观察和焦点小组讨论。五个领域内的实践被解释为连续统一体自由放任反歧视。_ 结果表明，在解决种族和文化问题时，教育工作者并没有始终如一地采用与反歧视方法一致的做法。本研究提供了关于以全面和积极的方式明确解决早期儿童教育中的种族/民族、文化和偏见的重要见解，并对教育者培训产生影响。