A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships

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dc.catalogadorgrr
dc.contributor.authorAlamos Valenzuela, Pilar María
dc.contributor.authorWilliford, Amanda P.
dc.date.accessioned2023-10-03T15:21:05Z
dc.date.available2023-10-03T15:21:05Z
dc.date.issued2023
dc.description.abstractYoung children in the United States, particularly Black boys, are being suspended and expelled from early childhood education programs and primary schools at alarming rates. Teachers describe children's "disruptive" or "challenging" behavior as the most common reason for suspending or expelling a child. For this reason, common efforts to reduce exclusionary discipline target teacher behavior to change child behavior (e.g., improve use of evidence-based practices) or child behavior directly (e.g., learn self-regulation skills). In this paper, we argue that improving the quality of the teacher-child relationship is an alternative mechanism for addressing exclusionary discipline and mitigating racial disparities in the early childhood years. We propose and provide support for a transactional, relational model to account for exclusionary discipline. The proposed conceptual model intentionally names how teachers' racial bias and children's stereotype threat, resulting from racialized classroom experiences, exacerbate coercive teacher-child interaction cycles for Black children. We apply this model to review and evaluate select teacher-child relationship interventions to identify opportunities and challenges these interventions present to reduce exclusionary discipline and mitigate racial discipline disparities. We end the paper with recommendations for future research to advance relationship-based solutions to the exclusion crisis in early childhood education.
dc.description.funderWilliam T. Grant Foundation, Research Grants on Reducing Inequality
dc.fechaingreso.objetodigital2023-12-05
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.ecresq.2023.08.003
dc.identifier.eissn1873-7706
dc.identifier.issn0885-2006
dc.identifier.scopusidSCOPUS_ID:85167780847
dc.identifier.urihttps://doi.org/10.1016/j.ecresq.2023.08.003
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/74854
dc.identifier.wosidWOS:001055148400001
dc.information.autorucEscuela de Psicología; Alamos Valenzuela, Pilar Maria; 0000-0003-1494-2907; 162658
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final373
dc.pagina.inicio363
dc.publisherElsevier Science Inc.
dc.revistaEarly Childhood Research Quarterly
dc.rightsacceso restringido
dc.subjectTeacher-child relationships
dc.subjectExclusionary discipline
dc.subjectExpulsion
dc.subjectEarly childhood
dc.subjectRacial disparities
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleA conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships
dc.typeartículo
dc.volumen65
sipa.codpersvinculados50816
sipa.indexWOS
sipa.trazabilidadWOS;2023-09-09
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