In preschool, Black children are overrepresented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. Results indicated that teacher and child race were associated with teachers' ratings of children's disruptive behavior and reported use of exclusionary discipline practices.

在学前班，黑人儿童在被停学或开除的儿童中所占比例过高。教师对表现出破坏性行为的儿童的看法和反应可能因教师和儿童的种族而异。尽管教师与儿童的种族匹配与 K-12 学生的许多结果有关，但在学龄前检查这些联系的研究是有限的。这项研究在 349 名学龄前儿童和他们的 144 名教师的样本中检验了教师报告的儿童破坏性行为和纪律实践使用的轨迹是否因教师和儿童种族而异。结果表明，教师和儿童的种族与教师对儿童破坏性行为的评级和报告的排他性纪律做法的使用有关。