![]() ![]() ![]() ![]() Gilliam says this tracks with previous research around how people may shift standards and expectations of others based on stereotypes and implicit bias. White teachers consistently held black students to a lower standard, rating their behavior as less severe than the same behavior of white students. The child in the vignette was randomly assigned what researchers considered a stereotypical name (DeShawn, Latoya, Jake, Emily), and subjects were asked to rate the severity of the behavior on a scale of one to five. He gave teachers a one-paragraph vignette to read, describing a child disrupting a class there's hitting, scratching, even toy-throwing. And, as compelling as the eye-scan results were, Gilliam's most surprising takeaway came later. Forty-two percent identified the black boy, 34 percent identified the white boy, while 13 percent and 10 percent identified the white and black girls respectively. The Yale team also asked subjects to identify the child they felt required the most attention. "If you look for something in one place, that's the only place you can typically find it." One reason that number is so high, Gilliam suggests, is that teachers spend more time focused on their black students, expecting bad behavior. Put another way, black children account for roughly 19 percent of all preschoolers, but nearly half of preschoolers who get suspended. Department of Education, black children are 3.6 times more likely to be suspended from preschool than white children. Indeed, according to recent data from the U.S. "Teachers looked more at the black children than the white children, and they looked specifically more at the African-American boy." "What we found was exactly what we expected based on the rates at which children are expelled from preschool programs," Gilliam says. ![]()
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