The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children

Abstract

Teacher–child relationships in young children's classrooms are foundational for children's learning. Teachers’ beliefs about race and the causes of racial inequity might be one set of beliefs that has implications for the practices they use to develop positive relationships with children. With a sample of 18 teachers and their 73 toddler and preschool children, we explored ways teachers’ beliefs about racial inequity in four domains (Post-Racial, Cultural Deficit, American Dream, & Schooling Inequity) related to conflict and closeness in the teacher–child relationship. Additionally, we explored how child age group (toddler, preschool) might moderate the association. Findings indicate that beliefs in the American Dream positively related to closeness and Schooling Inequity beliefs were positively related to closeness only for preschool aged children. Additionally, Schooling Inequity beliefs were negatively related to conflict in the teacher–child relationship. Given the concern that racial awareness has negative implications for White children, this study provides empirical evidence that teachers’ awareness of racism is beneficial for White children.