Preschool teachers provide fewer participation opportunities to working-class students than those from more privileged backgrounds
成果类型：
Article
署名作者：
Doyle, Lewis; Cimpian, Andrei; Goupil, Louise; Goudeau, Sebastien
署名单位：
Universite de Poitiers; Centre National de la Recherche Scientifique (CNRS); University of Surrey; New York University; Communaute Universite Grenoble Alpes; Universite Grenoble Alpes (UGA); Centre National de la Recherche Scientifique (CNRS); Universite Savoie Mont Blanc
刊物名称：
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
ISSN/ISSBN：
0027-11214
DOI：
10.1073/pnas.2515833122
发表日期：
2025-09-09
关键词：
摘要：
Social class disparities exist from the earliest stages of education. Research has suggested that class-based differences in factors such as socialization practices and access to resources partly explain this phenomenon, but less work has explored whether teachers' practices also exacerbate these inequalities. Using whole-class observations of 63 preschool classroom discussions (N = 226 students, 10 teachers), we coded 7,941 student participation attempts and subsequent responses from teachers. Mixed-effects Bayesian logistic regressions showed that whether students played by the rules by raising their hands or broke the rules by calling out, they were less likely to have their participation attempts accepted if they came from a working-class background, even when their perceived language skills were matched to their middle-and upper-class peers. These results suggest that early schooling experiences may serve to exacerbate inequalities rather than level the playing field.