In late September,
Yale University researchers released findings from a major study (also discussed in this NPR
article) on the disproportionate preschool expulsion of black children, and black boys in particular. The study found that preschool teachers and staff show signs of implicit bias in administering discipline.
Implicit bias, according to the
Kirwan Institute, refers to the attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. In this case, the study discovered, the implicit bias of preschool teachers leads them to more closely observe "black students, and especially boys, when challenging behaviors are expected," more than white students, according to
YaleNews. This close observation, the researchers posit, may directly lead to racial and gender disparity in how preschool students are disciplined.
Race also played a role in parent and teacher relationships, according to the research. When the two were of the same race, knowing about family stressors increased teacher empathy and positively changed how the teacher perceived the child. The exact opposite was true when parents and teachers were of different races.
The study suggests that unchecked implicit bias becomes a systemic problem that can deny access to preschool education for black children, and black boys in particular. It also suggests that addressing implicit bias, on an individual and system-wide level, and supporting early education professionals as they strive to understand family struggles, is crucial for achieving equity in early childhood education.