Project Activities
Researchers used primary and secondary data sources to address the project's aims. Across five project years, the team enrolled a total of 76 preschool classrooms, 126 preschool teachers, and 494 preschool-aged children. Researchers collected data from teachers and conducted classroom observations in the fall or spring of each year. They also collected child assessment data in the fall and spring of each year.
Structured Abstract
Setting
This project occurred in early care and education programs from 10 states and the District of Columbia.
Sample
The study sample included 76 classrooms located within 13 preschool centers/sites who primarily served children from economically disadvantaged families. The researchers used a stratified random sample to ensure proportional representation of children from different racial/ethnic groups. They enrolled a maximum of 10 children from each classroom (n=494) as well as their teachers (n=126) to complete implicit bias tasks.
Malleable factors that were measured included implicit bias, teacher expectations, and teacher-child interactions. Implicit bias refers to mental associations linking social groups to stereotypic attributes. These associations form the basis for stereotypic thoughts and feelings that come to mind involuntarily, independent of whether a person consciously believes or rejects those thoughts and feelings.
Research design and methods
This project involved primary data collection and secondary data analysis. Researchers used secondary data from Educare preschool program sites and collected primary data from Educare and similar types of programs. Across project years, the research team recruited a total of 76 preschool classrooms with a maximum of 10 students enrolled per classroom. They attempted to recruit at least two teachers per classroom to address research questions related to implicit bias effects. Researchers also collected child language and social-emotional outcome data in the fall and spring of each year to examine child gains. In addition, they collected data about teacher implicit biases, teacher expectations, and teacher-child interactions in the fall or spring of each year. In the final project year, researchers conducted analyses.
Control condition
Due to the exploratory nature of this study, there was no control group.
Key measures
The research team measured teacher expectations using a project-developed and validated 9-item rating scale. They measured teacher-child interactions using the Individualized Classroom Assessment Scoring System (inCLASS), a direct observation measure. In addition, the researchers assessed language development using the Preschool-Language Scales-Fifth Edition (PLS-5) and social-emotional ability using the Devereux Early Childhood Assessment (DECA). Finally, they measured implicit bias using an adapted version of the validated Affect Misattribution Procedure, a computerized task.
Data analytic strategy
The research team used multilevel path analyses to examine the relationships between teacher and child variables. These analyses adjusted for the nesting of children within their teachers/classrooms and potentially within centers, and controlled for the main effects of child sociodemographic characteristics and teacher/classroom characteristics.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: Researchers will produce preliminary evidence of the association between implicit bias and children's school readiness skills and peer-reviewed publications. Researchers will prepare research briefs and present study findings at researcher and practitioner conferences.
Project website:
Publications:
Find available citations in ERIC for this award here.
Additional project information
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
