While seminal research suggests that White teachers are more likely to judge the oral narratives of Black children less favorably than stories told by White children, less attention has been paid to the role of narrative quality in the perceptions teachers form of these complex discourse skills. Further, few studies have examined the extent to which Black and White teachers differ in their perceptions of children's oral narrative skills. To address these gaps in the literature, the current study used mixed methods to investigate the role of narrative quality in Black and White teachers’ perceptions of children's oral narrative skills. We presented teachers with a higher-quality narrative and a lower-quality narrative as told by hypothetical children with stereotypical Black or White names. We asked teachers to rate the narratives along several indicators and share their impressions of the child storytellers. Results indicated that Black and White teachers rated Black and White children's narratives similarly for the higher-quality narratives, but differed in their ratings when the narratives were of lower quality. While there were similarities in the impressions Black and White teachers formed of the child storytellers, there were qualitative differences in how Black and White teachers described their impressions of the child storytellers, particularly for the lower-quality narratives. Given the importance of children's oral narrative skills for literacy development, the implications for instruction, professional development, and workforce diversity are discussed.

虽然开创性的研究表明，与白人儿童讲的故事相比，白人教师更有可能对黑人儿童的口述叙述做出不利的评价，但人们对叙述质量在教师对这些复杂话语技巧的感知中的作用关注较少。此外，很少有研究调查黑人和白人教师对儿童口头叙述技能的看法差异程度。为了解决文献中的这些空白，目前的研究使用混合方法来调查叙事质量在黑人和白人教师对儿童口头叙事技巧的看法中的作用。我们向教师提供了质量较高的叙述和较低质量的叙述，这些叙述是由具有刻板印象的黑人或白人名字的假想儿童讲述的。我们要求教师根据几个指标对叙述进行评分，并分享他们对儿童故事讲述者的印象。结果表明，黑人和白人教师对高质量叙述的黑人和白人儿童的叙述评分相似，但当叙述质量较低时，他们的评分不同。虽然黑人和白人教师对儿童故事讲述者的印象有相似之处，但黑人和白人教师如何描述他们对儿童故事讲述者的印象存在质的差异，尤其是对于低质量的叙述。鉴于儿童口头叙述技能对读写能力发展的重要性，本文讨论了对教学、专业发展和劳动力多样性的影响。