Investigating Links Among Early Childhood Teachers’ Beliefs About Child Emotion, Gender, and Race

Abstract

This mixed-methods study explores 28 early childhood teachers’ beliefs about children’s emotions by child gender and race, their gendered expectations for emotions and beliefs about racial inequity, and the alignment/divergence of their beliefs. Qualitative findings were gleaned from interviews with nine of the 28 teachers. Most teachers identified as White (85%) women, and three identified as Indigenous or Mexican American women; all data were collected in the United States. Teachers described varying levels of influence of gender and race on their perceptions of children’s emotions. Some thought of gender and race as non-influential, or influential to other teachers. Some teachers reflected on their own gendered biases and commented on systemic issues regarding gender. However, no teachers discussed their biases or systemic issues regarding race, and several avoided the topic. Additionally, we found relationships among teachers’ gendered expectations for emotions and beliefs about racial inequity that may point to an overlapping ideological belief system. Implications underscore a need for teacher preparation programs and professional development to focus on challenging differential support of emotions by gender and race.

Department(s)

School of Teaching, Learning and Developmental Science

Document Type

Article

DOI

10.1080/02568543.2025.2547774

Keywords

Child emotion, gendered expectations, racial inequity, teacher beliefs

Publication Date

1-1-2025

Journal Title

Journal of Research in Childhood Education

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