A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology

Abstract

There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n = 430; mean age = 4.79 years). We identified three latent class profiles on the basis of race/socioeconomic status (SES) and found disparities in childcare provider complaints based on profile membership. More specifically, children classified in the Black/Hispanic, poor and Black, nonpoor profiles both had significantly higher childcare provider complaints compared with children in the White/Hispanic, nonpoor profile. By contrast, there were no differences in observed disruptive behavior based on race/SES profiles. Finally, childcare provider complaints in preschool were associated with lower cognitive performance in elementary school, above and beyond observed disruptive behavior in preschool and race/SES profiles. Implications for classroom practice and contributions to the national debate on school disciplinary policies are discussed.

Geographic variation and sociodemographic correlates of prescription psychotropic drug use among children and youth in Ontario, Canada: a population-based study

“…Implicit bias on the part of healthcare professionals, educators and child-care workers, in which the behaviours of low-income children are disproportionately problematized relative to children from higher-income families, could also contribute to the greater use of antipsychotic drugs in low-income children and youth [50,51]. This assertion is supported by U.S. research demonstrating a greater likelihood of diagnosis with conduct or oppositional defiance disorders among low-income African-American and Hispanic-American youth relative to non-Hispanic white children and youth, despite exhibiting comparable behaviours [52][53][54][55][56]. However, further research would be required to ascertain whether implicit bias is contributing to the patterns of psychotropic dispensing observed in our study.…”

Relationships change everything

“…For example, researchers Juan Del Toro and Ming-Te Wang (2021) found that Black students in a mid- Atlantic school district were more likely than white students to receive a suspension for minor infractions, such as dress code violations, inappropriate language, or cellphone use. Biased perceptions about children’s behavior can show up as early as preschool (Sabol et al, 2022).…”

A vision for implementing equitable early mental health and resilience support in pediatric primary care: A transdiagnostic, developmental approach.

“…In contrast, early intervention bolsters resilience as highlighted in pediatric life-course health frameworks that promote health development and well-being, beginning in childhood (see Figure 2). Of course, the clinically cautious stance also reflects legitimate concerns pertaining to overidentification and associated stigma, a particular risk for children of color, with deleterious long-term consequences (Sabol et al, 2022).…”