This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.

中文翻译：

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反种族主义被定义为幼儿园中公平的社会文化互动：课堂种族构成有所不同

本研究使用来自 My Teaching Partner-Math/Science 2013-2016 随机对照试验的二手数据来探索公平的社会文化课堂互动（参见 Curenton 等人，2019 年）是否与 105 名四年级和五年级学生的技能相关。孩子（52% 的男孩；取自 20 段幼儿教师/教室的独特录像；4​​3% 是黑人、拉丁裔、亚洲人或其他种族边缘化的学习者）。公平的互动预测儿童的技能，影响大小从小（0.01-0.44）到大（1.00）。适度分析显示，当教室中有更多种族边缘化的学习者时，教师使用公平的纪律和个性化的学习实践与整个学前班的执行功能提高有关。