Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms

Curenton, Stephanie M.; Iruka, Iheoma U.; Humphries, Marisha L.; Jensen, Bryant; Durden, Tonia Renee; Rochester, Shana E.; Whittaker, Jessica Vick; Kinzie, Mable B.

doi:10.1080/10409289.2019.1611331

Cited by 36 publications

(38 citation statements)

References 54 publications

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“…This suggests that our efforts to measure essential elements of children’s classroom experiences could still be improved. Some have argued that observational instruments like the CLASS may miss important elements of children’s classroom experiences, especially those pertaining to the learning opportunities of minority children in the classroom (Curenton et al, 2020). We found that CLASS effects were largest for the high‐risk group, which was predominantly comprised of Black children (70%).…”

Section: Discussionmentioning

confidence: 99%

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

et al. 2021

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This study examines whether changes in classroom quality predict within‐child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low‐income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high‐quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.

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Section: Discussionmentioning

confidence: 99%

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

et al. 2021

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“…48 Pairing observational methodology with other state-of-the-science methods, such as the eyetracking approach used in the Gilliam et al study, 11 may provide further insight about the substrates of implicit bias patterns and ways to offer training to educators to attenuate it. 49,50 A comprehensive strategy would target differential selection practices that might lead teachers to complain more about Black students (despite the fact that they have the same behaviors as White children), as well as the differential processing practices that might lead teachers to punish Black students differently than White students. 51 A multitiered approach that focuses on coherence across programs, policies, and personnel is likely to be the most effective strategy to combat race-based disparities in school discipline.…”

Section: Discussionmentioning

confidence: 99%

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

Sabol

Kessler

Rogers

et al. 2021

Annals of the New York Academy of Sciences

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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.

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“…Racial congruence is not just about race, but also about the presence of culturally responsive and positive social–emotional instructional approaches (Khalifa, 2015) that include teachers' use of equitable learning opportunities, unbiased discipline, and a willingness to challenge status quo knowledge (Curenton et al, 2019). Identity as a racial minority may afford teachers with a particular ability to implement these strategies.…”

Section: Discussionmentioning

confidence: 99%

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

Garner

Shadur

Toney

2021

Psychology in the Schools

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We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

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Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms

Cited by 36 publications

References 54 publications

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

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

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

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