Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender
abstract: Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely...
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ndltd-asu.edu-item-407992018-06-22T03:07:59Z Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender abstract: Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study 2 involved semi-structured teacher interviews, naturalistic observations of teacher-child classroom interactions, audio-recorded book reading activities, and observations of the classroom environment (e.g., classroom toys, posters). Findings from both studies indicate that educators feel more comfortable and skilled at addressing gender than race in their classrooms. Findings also indicate that there are discrepancies between educators’ beliefs and classroom practices with regard to race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for teacher professional development, are addressed. Dissertation/Thesis Farago, Flora (Author) Swadener, Beth Blue (Advisor) Martin, Carol L. (Committee member) Shivers, Eva Marie (Committee member) Nakagawa, Kathyrn (Committee member) Arizona State University (Publisher) Early childhood education Developmental psychology Teacher education anti-bias education early childhood gender multicultural education preschool race eng 196 pages Doctoral Dissertation Family and Human Development 2016 Doctoral Dissertation http://hdl.handle.net/2286/R.I.40799 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2016 |
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English |
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Doctoral Thesis |
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Early childhood education Developmental psychology Teacher education anti-bias education early childhood gender multicultural education preschool race |
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Early childhood education Developmental psychology Teacher education anti-bias education early childhood gender multicultural education preschool race Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
description |
abstract: Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study 2 involved semi-structured teacher interviews, naturalistic observations of teacher-child classroom interactions, audio-recorded book reading activities, and observations of the classroom environment (e.g., classroom toys, posters). Findings from both studies indicate that educators feel more comfortable and skilled at addressing gender than race in their classrooms. Findings also indicate that there are discrepancies between educators’ beliefs and classroom practices with regard to race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for teacher professional development, are addressed. === Dissertation/Thesis === Doctoral Dissertation Family and Human Development 2016 |
author2 |
Farago, Flora (Author) |
author_facet |
Farago, Flora (Author) |
title |
Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
title_short |
Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
title_full |
Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
title_fullStr |
Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
title_full_unstemmed |
Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender |
title_sort |
early childhood educators’ beliefs, attitudes, and classroom practices regarding race and gender |
publishDate |
2016 |
url |
http://hdl.handle.net/2286/R.I.40799 |
_version_ |
1718701314159935488 |