DOI: 10.66497/jocde.1931488 ISSN: 1302-5945

Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence

Kamilah Legette, Elizabeth King
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This study examined associations between teachers’ beliefs about causes of racial inequity and toddler and preschool children’s social-emotional competence and challenging behaviors from Fall to Spring. Participants were 19 White female educators from the Midwest and 88 predominantly White (75%) toddlers and preschoolers. Participants reported on their beliefs in four areas: American Dream, Cultural Deficit, Post-Racial, and Schooling Inequity. Findings reveal that Cultural Deficit beliefs were negatively associated with children’s social-emotional competence and American Dream beliefs negatively associated to children’s challenging behaviors. However, teachers’ Post-Racial beliefs were positively associated with children’s social-emotional competence. Early educators have a pivotal role in children’s social-emotional competence development. Our findings underscore the need for teacher professional development, including purposeful practicum/student teaching experiences focused on addressing implicit biases and assumptions within educators’ racial beliefs to promote children’s social-emotional competence.

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