According to new research from the Yale Child Study Center, many early childhood programs demonstrate implicit bias in assessing children’s behavioral challenges and making decisions about suspension and expulsion.
The study asked early childhood teachers and administrators to watch two videos—one featuring a Black boy and girl, the other a White boy and girl—and identify challenging behavior. It found that teachers spent a disproportionate amount of time watching the Black boy. When explicitly asked which student required the most attention, 42 percent of participants said the Black boy, 34 percent the White boy, 13 percent the White girl, and 10 percent the Black girl.
Read more from Anitha Mohan at CLASP
