The expectation that black boys will be more disruptive correlates to the disproportionate rate at which those students are disciplined, said Linda Brault, a behavioral specialist and project director of the nonprofit WestEd Center for Child and Family Studies. And, as lead researcher Walter Gilliam said he expected, the study uncovered significant evidence of implicit bias among preschool teachers. “Preschool expulsions and the disproportionate expulsion of black boys have gained attention in recent years, but little has been done to understand the underlying causes behind this issue,” the study released this week said. Implicit bias - which was defined as “automatic and unconscious stereotypes that drive people to behave and make decisions in certain ways” - was central to the new study: “Do Early Educators’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” The study’s findings are especially important in the context of federal data showing that black boys are more likely to get suspended or expelled from preschool than other children. Preschool teachers look for disruptive behavior where they expect it - and they expect it most from black boys, new research from the Yale Child Study Center suggests. Local Control Funding Formula Explained.California’s Homeless Students: Undercounted, Underfunded And Growing.Full Circle: California Schools Work To Transform Discipline.Tainted Taps: Lead puts California Students at Risk.Education during Covid: California families struggle to learn.College And Covid: Freshman Year Disrupted.Adjuncts’ gig economy at CA community colleges.California’s Community Colleges: At a Crossroads.A town’s library fight spotlights inequities.
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