Kyra Parker
This three-paper dissertation contributes to the literature by 1) exploring a potential mechanism through which teachers perceive children’s classroom behaviors, 2) considering practical strategies for how early childhood care and education (ECCE) providers can collaborate with families, and 3) centering the voices and experiences of families in ECCE programs. Each paper builds on the others to better understand the factors that may lead to exclusionary discipline practices and the disparities associated with these practices. Paper 1 investigated teacher-child racial match/mismatch and how teachers perceive children’s disruptive classroom behaviors, with teachers’ beliefs that the child’s behavior was purposeful, had negative intent, and deserved discipline serving as a moderator. Paper 2, a book chapter, focused on developmentally appropriate and culturally responsive strategies to reduce suspensions and expulsions of young children. The chapter also provides considerations for strengthening family partnerships between schools and the community for children with disabilities. Paper 3 used a mixed-methods approach to explore rates of exclusionary discipline, families’ experiences with exclusionary discipline, and the process of finding new child care in a sample of families using state-provided supports for financial child care subsidies and mental health care for their children. This dissertation offers implications for teacher professional development to support teacher-child relationships and teacher-family partnerships. Across these papers, the disproportionate negative experiences of Black children and families within ECCE settings are discussed and highlighted to inform professional development aimed at reducing the implicit and explicit biases that teachers may hold.