The young child population is growing in racial, cultural and linguistic diversity. Children in immigrant families make up a large and growing share of the U.S. child population. CLASP works to ensure that early childhood programs, standards, and policies are responsive to the needs of culturally and linguistically diverse children. We also study the barriers that prevent immigrant families from accessing high-quality child care and early education programs and work to promote policies that remove these barriers and improve access to quality programs.
Oct 26, 2016 | PERMALINK »
Study Finds Implicit Racial Bias in Preschool Teachers
By Anitha Mohan
According to new research from the Yale Child Study Center, many early childhood programs demonstrate implicit bias in assessing children’s behavioral challenges and making decisions about suspension and expulsion.
The study asked early childhood teachers and administrators to watch two videos—one featuring a Black boy and girl, the other a White boy and girl—and identify challenging behavior. It found that teachers spent a disproportionate amount of time watching the Black boy. When explicitly asked which student required the most attention, 42 percent of participants said the Black boy, 34 percent the White boy, 13 percent the White girl, and 10 percent the Black girl.
The study tracks closely with recent data from the U.S. Department of Education (ED) Office for Civil Rights. According to ED’s 2013-2014 Civil Rights Data Collection (CRDC), Black children comprise just 19 percent of those enrolled in public school pre-kindergarten but 47 percent of preschool children who receive one or more suspensions. Black boys are also more likely to be expelled than their peers. In addition to implicit bias, these children experience higher stress levels and less access to high-quality early education.
The body of evidence showing racial disparities in accessing and succeeding in early childhood programs demonstrates a strong need to review and modify federal, state, and local policies. We need to create a level playing field where all kids can access quality programs and receive equal treatment—supporting their success now and in the future. If we fail to address racial disparities, we’ll be undermining healthy development for millions of our youngest children.
- Stephanie Schmit and Christina Walker | Feb 17, 2016 Disparate Access: Head Start and CCDBG Data by Race and Ethnicity
- Helly Lee, Christina Walker, Olivia Golden | Dec 14, 2015 Two-Generational Strategies to Improve Family and Child Outcomes
- Emily Firgens and Hannah Matthews | Nov 20, 2012 State Child Care Policies for Limited English Proficient Families
- Stephanie Schmit | Oct 29, 2013 A Strengths-Based Look at the State of the Black Child
- Hannah Matthews and Danielle Ewen | Aug 31, 2010 Early Education Programs and Children of Immigrants: Learning Each Other's Language
- Christina Walker and Stephanie Schmit | Dec 13, 2016 A Closer Look at Latino Access to Child Care Subsidies
- Oct 26, 2016 Study Finds Implicit Racial Bias in Preschool Teachers
- CLASP | Aug 16, 2016 2013-2014 Bi-Annual Report
- Jun 02, 2016 Policy Statement Advances HHS and ED’s Shared Vision to Improve Access to High-Quality Early Education Opportunities for Dual Language Learners
- Apr 21, 2016 Supreme Court Hears Arguments in U.S. v. Texas Immigration Case: Why Poverty and Early Childhood Advocates Should Care