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ERIC Number: EJ857268
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1040-9289
Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality
Cassidy, Deborah J.; Lower, Joanna K.; Kintner, Victoria L.; Hestenes, Linda L.
Early Education and Development, v20 n2 p305-320 2009
Research Findings: The current study examined the differences in global quality between classrooms with African American teachers and European American teachers. The study included 1,687 classrooms (802 with African American teachers and 885 with European American teachers). Initial analyses revealed significant differences in overall global quality as well as on 2 factor scores: Language/Interactions and Activities/Materials. However, when an analysis of covariance was conducted controlling for numerous structural variables (i.e., level of education, years of experience in early childhood, total number of teachers in the classroom, teacher-child ratio, proportion of children on subsidy, proportion of African American children in the class, and ethnicity of the observer), no differences by race were found. Practice or Policy: Findings are discussed with regard to the contextual constraints experienced by African American teachers in preschool classrooms to create high-quality learning environments. Policy implications of classroom inequities by racial/ethnic background are examined. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A