Predicting acceptance of diversity in pre-kindergarten classrooms

This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms.

► NCEDL Multi-State/SWEEP data set.
► Classroom and teacher characteristics were examined as predictors of the ECERS-R, acceptance of diversity construct.
► Emotional climate, bilingual classrooms, poverty, and Latino teacher ethnicity are predictive of diversity-promoting classrooms.