Preschool expulsions and suspensions cause young children to lose their early educational placement or time in care, directly undermining their access to educational opportunities. Recommendations for future research and policy No differences were found based on recommendations regarding suspension orĮxpulsion, except that Black teachers in general recommended longer periods of disciplinaryĮxclusion regardless of child gender/race. When teacher and child race matched, but resulted in increased severity ratings when their race Providing family background information resulted in lowered severity ratings Findings also suggested that implicit biases may differ depending Receive the vignette with or without background information on the child’s family environment.įindings revealed that when expecting challenging behaviors teachers gazed longer at BlackĬhildren, especially Black boys. Implying either a Black boy, Black girl, White boy, or White girl, as well as randomized to

With challenging behavior and were randomized to receive the vignette with the child’s name In Task 2, participants read a standardized vignette of a preschooler In Task 1, participants were primed to expect challenging behaviors (although none were present) while watching a video of preschoolers, balanced by sex and race, engaging in typical activities, as the participants’ Participants were recruited at a large conference of early educators and completed two tasks. Partial explanation behind disparities in preschool expulsions. This study examined the potential role of preschool educators’ implicit biases as a viable In recent years, but little has been done to understand the underlying causes behind this Preschool expulsions and the disproportionate expulsion of Black boys have gained attention

Yale child study center implicit bias