About this poster

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Panel information
Panel 3. Schooling and Education

Abstract

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Background: In early childhood, children form the foundation of their identities and begin to develop their understanding of themselves and the world around them (Hirschfield, 1996). Early care and education (ECE) programs have the potential to be spaces where children can be exposed to positive representations of their identities that combat biases and reject White norms (Boutte, 2012). Thus, it is crucial that ECE teachers are well-prepared to provide high-quality educational experiences centered on diversity, inclusion, equity, and justice (DIEJ). Because teachers’ dispositions, knowledge, and skills (DKSs) about children influence their practice and interactions with their students (Lang et al., 2024; NAEYC, 2019), it is important that ECE teachers are trained to proactively center DIEJ in their classrooms.

Culturally Responsive Pedagogy (Ladson-Billings, 2009) may promote high-quality ECE experiences that center DIEJ. Further, research has shown that effective professional development (PD) can impact teachers’ practices (Early et al., 2007; Egert et al., 2018). Thus, PD is a mechanism to enhance equity in ECE and ensure a positive experience for all children (Boutte, 2008; Merryfield, 2000; NAEYC, 2009). Moreover, when paired with coaching, individualized feedback may allow for teachers to reflect more deeply on their DKSs relevant to equity and diversity in ECE (Ford, 2011; Ladson-Billings, 2009; Merryfield, 2000).

Methods: This study uses a multi-arm randomized control trial to compare changes in ECE teacher’s beliefs and practices when offered (a) an online course focused on creating culturally responsive programs (CRP) alone or (b) the same online course paired with small-dose coaching support (Table 1). These conditions will be compared with one another and with a control group, which will include teachers who receive an online course focused on self and cultural understanding.

A diverse sample of 500 ECE teachers are being recruited across a midwestern state. We will use simple randomization to assign participants to one of the three conditions. Participants will be asked to complete a pre- and post-assessment that will assess their understanding, beliefs, and practices relevant to equity, racial identity, diversity, and social justice in their programs. Assessment questions are derived from the Cross Ethnic-Racial Identity Scale: Adult (Worrell et al., 2017), Multigroup Ethnic Identity Measure (Phinney & Ong, 2007), Culturally Responsive Teaching Self-Efficacy and Culturally Responsive Teaching Outcome Expectancy Scales (Siwatu, 2006), and Virtual Lab School’s preschool track’s Self & Cultural Understanding (Lang et al., 2023) course and focused topic track’s Creating Culturally Responsive Programs (Lang et al., 2023) course.

Analysis: Data collection will include teacher surveys of background information and pre- and post-assessments starting in late 2023 and concluding in early 2024. Regression analyses will examine associations between conditions (Creating CRP course only, Creating CRP course with coaching, or control) and participant outcomes related to equity, racial identity, diversity, and social justice.

We will use multiple imputation for missing data. Although we will use randomization to assign teachers to one of three conditions, we will also estimate descriptives using information from the teacher surveys to identify any potential departures from randomization. Any such departures will be accounted for in our regression analyses.

Discussion: Results from this study will provide evidence about the effectiveness of an online course in supporting teachers’ use of culturally responsive, equitable practices, with and without coaching support. This evidence will build on our current understanding of how to support teachers’ DKSs to create ECE classrooms that center DIEJ, with the ultimate goal of creating equitable and positive ECE experiences for all children.

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