Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors

ABSTRACT

Growing evidence demonstrates associations between child race, teacher–child race match, and teacher ratings of externalizing behaviour problems in the early years of school. The present study deepens understanding of the relations between child, teacher, and classroom racial factors and teacher-reported externalizing behaviours by examining associations across specific subdomains of externalizing behaviour symptoms including inattention, hyperactivity/impulsivity, and oppositionality/defiance. In a sample that included 147 lead teachers and 1,195 children from state, federal, and privately-funded preschool programmes within the southeastern United States, we found that Black children were rated as demonstrating more frequent symptoms of inattention than White children across teachers. Ratings for each subtype of externalizing behaviour differed depending on teacher–child racial match or mismatch. Finally, the proportion of same-race peers in a child’s classroom was negatively associated with teacher ratings of inattention and hyperactivity/impulsivity across children. Implications for continued research and intervention development are discussed.

KEYWORDS:

• Externalizing behaviours
• preschool
• teacher racial match
• peer racial congruence

Acknowledgements

The authors wish to gratefully acknowledge the support of the Institute of Education Sciences, U.S. Department of Education in the development of the larger intervention study our data are drawn from. We would also like to express our gratitude to the programmes, teachers, consultants, children, and families who participated in the larger study. The opinions expressed in this article are our own, and do not necessarily reflect the views or policies of the U.S. Department of Education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This manuscript was supported by a grant awarded to the second author by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100215 respectively to the University of Virginia.

Notes on contributors

Maria R. Accavitti

Maria Accavitti is a doctoral student in the Clinical and School Psychology programme at the Curry School of Education and Development, University of Virginia. Her research interests include understanding the influence of early classroom social contexts and behaviour management practices on child outcomes, and identifying early intervention targets to increase equity in children’s educational experiences.

Amanda P. Williford

Amanda P. Williford is a research associate professor within the Center for Advanced Study of Teaching and Learning at the University of Virginia. Her scholarship sits at the intersection of educational, clinical, and developmental psychology and focuses on (1) creating and evaluating early interventions that improve children’s school readiness, (2) understanding classroom processes critical for young children’s school success, and (3) applying research to policy and scalable practice.