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发展关系中的作用


幼儿课堂上的师生关系是儿童学习的基础。教师关于种族和种族不平等原因的信念可能是一组信念，对他们用来与孩子建立积极关系的做法有影响。我们以 18 名教师和他们的 73 名幼儿和学龄前儿童为样本，探讨了教师对四个领域（后种族、文化赤字、美国梦和学校教育不平等）中种族不平等的看法，这些领域与教师的冲突和亲密关系有关——孩子关系。此外，我们还探讨了儿童年龄组（幼儿、学龄前儿童）如何调节这种关联。研究结果表明，对美国梦的信念与亲密程度呈正相关，而学校教育不平等信念仅与学龄前儿童的亲密程度呈正相关。此外，学校教育不平等信念与师生关系冲突呈负相关。考虑到种族意识对白人儿童产生负面影响，这项研究提供了经验证据，表明教师的种族主义意识对白人儿童有益。