Date of Award
Master of Science
Curriculum and Instruction
Leanne M Evans
children, culturally relevant pedagogy, early childhood education, race, social justice, sociopolitical consciousness
This qualitative study examines early childhood teachers’ perceptions and practices with regard to talking to young children about race. Through an online survey and an individual interview with two early childhood teachers, I uncovered three findings: a) teachers’ understandings of their students’ racial awareness, b) teachers’ current classroom practices regarding race, culture, ethnicity, and c) challenges teachers faced in talking about race with their students along with possible sources of support. Based on these findings, I concluded that teachers made the decision not to directly confront the issue of race with their students due to feelings of fear and discomfort. As white women, the participants were able to choose when to engage with race, in contrast to people of color who confront racism daily. Secondly, the teachers demonstrated efforts to respond to the racial and cultural diversity in their classrooms and affirm their students’ identities, although they did not support their students’ development of sociopolitical consciousness. The work of anti-racist and culturally responsive pedagogy exists along a spectrum, with much more work needed in taking up the most difficult aspects of the approach which require constant self-reflection and the willingness to step outside one’s comfort zone.
Kubly, Sarah Elizabeth, "An Examination of Early Childhood Teachers’ Perceptions of Discussing Race with Children" (2022). Theses and Dissertations. 2914.