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.

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教育工作者的种族信仰在与白人幼儿和学龄前儿童建立关系中的作用


幼儿课堂上的师生关系是儿童学习的基础。教师对种族和种族不平等原因的看法可能是一组对他们用来与儿童建立积极关系的做法产生影响的信念。通过对18名教师及其73名幼儿和学前儿童的抽样，我们探索了教师在四个领域（后种族、文化缺失、美国梦和学校教育不平等）对种族不平等的看法与教师-孩子关系中的冲突和亲密的关系。此外，我们探讨了儿童年龄组 （幼儿、学龄前儿童） 如何调节这种关联。研究结果表明，美国梦中的信念与亲密度呈正相关，而学校教育不平等信念仅与学龄前儿童的亲密度呈正相关。此外，学校教育不平等信念与师生关系中的冲突呈负相关。鉴于担心种族意识对白人儿童有负面影响，本研究提供了经验证据，证明教师对种族主义的认识对白人儿童有益。