| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 353972 | Early Childhood Research Quarterly | 2012 | 9 Pages |
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.
