Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence

Kamilah Legette; Elizabeth King

Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence

Abstract

This study examined associations between teachers’ beliefs about causes of racial inequity and toddler and preschool children’s social-emotional competence and challenging behaviors from Fall to Spring. Participants were 19 White female educators from the Midwest and 88 predominantly White (75%) toddlers and preschoolers. Participants reported on their beliefs in four areas: American Dream, Cultural Deficit, Post-Racial, and Schooling Inequity. Findings reveal that Cultural Deficit beliefs were negatively associated with children’s social-emotional competence and American Dream beliefs negatively associated to children’s challenging behaviors. However, teachers’ Post-Racial beliefs were positively associated with children’s social-emotional competence. Early educators have a pivotal role in children’s social-emotional competence development. Our findings underscore the need for teacher professional development, including purposeful practicum/student teaching experiences focused on addressing implicit biases and assumptions within educators’ racial beliefs to promote children’s social-emotional competence.

Keywords

References

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Details

Primary Language

English

Subjects

Child and Adolescent Development

Journal Section

Research Article

Authors

Kamilah Legette ^*
United States

Elizabeth King
United States

Publication Date

June 24, 2026

Submission Date

April 16, 2026

Acceptance Date

May 20, 2026

Published in Issue

Year 2026 Volume: 2 Number: 2

IZ

https://izlik.org/JA59FU63LZ

Cite

RIS / Bibtex

APA

Legette, K., & King, E. (2026). Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence. Journal of Child Development and Education, 2(2), 102-114. https://izlik.org/JA59FU63LZ

AMA

1.Legette K, King E. Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence. JOCDE. 2026;2(2):102-114. https://izlik.org/JA59FU63LZ

Chicago

Legette, Kamilah, and Elizabeth King. 2026. “Early Educators’ Beliefs about Racial Inequity: Implications for Young Children’s Social-Emotional Competence”. Journal of Child Development and Education 2 (2): 102-14. https://izlik.org/JA59FU63LZ.

EndNote

Legette K, King E (June 1, 2026) Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence. Journal of Child Development and Education 2 2 102–114.

IEEE

[1]K. Legette and E. King, “Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence”, JOCDE, vol. 2, no. 2, pp. 102–114, June 2026, [Online]. Available: https://izlik.org/JA59FU63LZ

ISNAD

Legette, Kamilah - King, Elizabeth. “Early Educators’ Beliefs about Racial Inequity: Implications for Young Children’s Social-Emotional Competence”. Journal of Child Development and Education 2/2 (June 1, 2026): 102-114. https://izlik.org/JA59FU63LZ.

JAMA

1.Legette K, King E. Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence. JOCDE. 2026;2:102–114.

MLA

Legette, Kamilah, and Elizabeth King. “Early Educators’ Beliefs about Racial Inequity: Implications for Young Children’s Social-Emotional Competence”. Journal of Child Development and Education, vol. 2, no. 2, June 2026, pp. 102-14, https://izlik.org/JA59FU63LZ.

Vancouver

1.Kamilah Legette, Elizabeth King. Early educators’ beliefs about racial inequity: Implications for young children’s social-emotional competence. JOCDE [Internet]. 2026 Jun. 1;2(2):102-14. Available from: https://izlik.org/JA59FU63LZ