However, the opposite was found to be true in the case of teachers who did not identify as the same race as the child. Reyes said that teachers who identified as the same race as the given child were found to be more sympathetic when given the background information. Half of the participants were also read a short paragraph about this fictitious child’s problematic home life to see if the educators’ evaluations of the situation would differ from those of their peers who did not receive the background information. Researchers gave the educators a fictitious vignette of a problematic student, changing the names in each group to stereotypically black or white and female or male names - DeShawn, Jake, Latoya and Emily. In the second phase of the experiment, participants were randomly split into eight groups to measure how three variables - race, gender and knowledge of home situation - might affect an educator’s propensity to recommend a child for suspension or expulsion. In a follow-up survey, 42 percent of participants self-reported that they spent the most time looking at black boys, compared with 34 percent who reported predominantly watching white boys, 13 percent who reported predominantly watching white girls and 10 percent who said they watched black girls the most. They found that on average teachers spent significantly more time watching black boys than other children. No problematic behavior was shown in the clips, but researchers quantified participants’ time spent looking at each of the four children by using sophisticated eye-tracking technology. One-hundred and thirty two early educators were asked to view six minutes of video clips showing four children - a black boy, a black girl, a white boy and a white girl - and told to watch for potentially problematic behavior. “They knew of the study and felt that the issue was too important especially given the sociopolitical milieu,” Reyes said. The Research Study Brief was initially released at the request of the federal government. Administration for Children and Families 2016 State and Territory Administrators Meeting. The research has attracted national media attention, and the team presented their findings on Sept. It’s ‘not as black and white,’” Reyes said. “To understand implicit bias, you have to consider the teacher’s race. Second, implicit racial bias in early educators was influenced by the educators’ race. First, early educators of all races were more likely to gaze at black boys over black girls and white children when expecting challenging behavior in a learning environment. The team’s specific conclusions were twofold, according to Reyes. “This may account for the disproportionate expulsion and suspension rates of these children, which may create a cycle of educational exclusion throughout these children’s educational trajectory and adult life,” she said. 28, but the study has not yet been published in a scientific journal.Īssociate Research Scientist at the Zigler Center and study co-author Chin Reyes said the team found that the educators who participated in the study tended to assume and expect more challenging behaviors from black boys than from other children. The researchers released a Research Study Brief on Sept. The team of researchers, led by Walter Gilliam, director of The Edward Zigler Center in Child Development and Social Policy, conducted a two-part behavioral study, using longtime early educators as their participants. Researchers at the Yale Child Study Center have shed light on implicit racial and gender bias as it affects preschool teachers.
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