Report Publish Date: May 3, 2022

This journal article describes a study exploring whether equitable classroom interactions help children gain more skills.

Primary Takeaways

The authors found that the five dimensions of classroom sociocultural interactions (challenging status quo knowledge, equitable learning opportunities for racially minoritized learners, equitable discipline, connections to home life, and personalized learning opportunities) predict a child’s skills in math, executive function, and social competence. Findings indicate that quality classroom interactions that incorporate an antiracist framework are associated with children's outcomes. The results further demonstrate the importance for teachers to engage in antiracist instruction when they are teaching children who are racially and ethnically diverse. 

Overview and Objectives

The authors wanted to know whether anti-racist, equitable interactions in pre-K classrooms have an impact on children’s learning in math, executive function, and social skills. 

Hypothesis or Approach 

The authors used data from the My Teaching Partner-Mathematics/Science study, conducted in 2013–2014. In the randomized study, teachers either implemented a new math and science curriculum with professional development support or taught their regular curriculum. The sample included 105 four- or five-year-olds and about 43% of the students were children of color.

The authors used the Assessing Classroom Sociocultural Equity Scale (ACSES) to measure how equitable classroom interactions were. They measured math skills using the academic Rating Scale math subscale. They used the Pencil Tapping task to measure executive function. And they used the Teacher-Child Rating Scale to measure children’s social skills and behavior.

How This Influences Change

“Our findings emphasize the importance of strengthening equitable sociocultural interactions (i.e., challenging status quo, equitable discipline, connection to home life) in the early years to support children’s early learning skills,” the authors write. “Furthermore, we noted that the ecosystem of the classroom, specifically the racial and ethnic composition, must be considered as it is likely to influence the quality of the anti-bias interactions.”