Racial disparities in educational outcomes start early in childhood and persist through adulthood. High quality Early Care and Education (ECE) programs tend to show benefits for Black children, but less is known about how larger contextual inequalities, both historical and contemporary, relate to young children's outcomes in these high-quality settings. Previous work has shown that historical racism, such as the prevalence of enslavement in 1860 (just before the Civil War) relates to present-day structural inequalities and implicit bias across geographic regions. In this study (N = 1,343), we examined the relation between an area's historical racism, operationalized as the proportion of enslaved individuals living there in 1860, current structural inequalities (economic mobility, racial disparities in poverty, and residential segregation), implicit bias, and children's outcomes in high quality ECE settings. Although significant correlations were found among historical and current structural inequities, implicit bias, and children's outcomes, no significant relation remained after accounting for nesting and children's prior skills. Though more work is needed to establish the reliability and robustness of these findings, our analysis provides initial evidence that negative structural factors are not linked to children's outcomes within more optimal settings, such as high quality ECE programs.

中文翻译：

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探索幼儿教育与黑人儿童的历史和当代种族主义和偏见之间的关系


教育成果的种族差异从童年早期开始，一直持续到成年。高质量的早期护理和教育 （ECE） 计划往往对黑人儿童有益，但对于历史上和当代更大的背景不平等与幼儿在这些高质量环境中的结果有何关系，人们知之甚少。以前的研究表明，历史上的种族主义，例如 1860 年（南北战争之前）普遍存在的奴隶制，与当今的结构性不平等和跨地理区域的隐性偏见有关。在这项研究 （N = 1,343） 中，我们检查了一个地区的历史种族主义之间的关系，即 1860 年生活在那里的奴隶个体的比例，当前的结构性不平等（经济流动性、贫困中的种族差异和居住隔离）、隐性偏见和儿童在高质量 ECE 环境中的结果。尽管在历史和当前的结构性不平等、隐性偏倚和儿童结果之间发现了显著的相关性，但在考虑了筑巢和儿童先前的技能后，没有留下显著的关系。尽管需要更多的工作来确定这些发现的可靠性和稳健性，但我们的分析提供了初步证据，表明在更理想的环境中，消极的结构因素与儿童的结果无关，例如高质量的 ECE 计划。