RACIAL CONTEXT: IMPACT ON STUDENTS’ UNDERSTANDING OF RACE, BIAS, AND TALKING WITH YOUNG CHILDREN ABOUT RACE

Abstract

The present study explored the impacts of Racial Context (RC) of students from two universities in the U.S. Secondary data was used from a previous study that analyzed the impacts of an anti-bias curriculum on early childhood undergraduate majors' overall understanding of race, bias and the concept of racial awareness development. Further, ways to support racial awareness development among preschoolers was also explored. Results revealed that there were no statistically significant differences in student's initial understanding of race, bias, concept of racial awareness development and comfort in talking to young children about race. Findings also suggest that although there were differences in student's overall understanding, based on pre and post survey analysis, those differences did not yield significance. Overall findings suggest that there is a need for future research to explore the impacts that RC can have on the future of Early Childhood and Family (ECF) majors. In turn, future anti-bias curricula can implement evidence-based strategies that can better enhance its effectiveness, as well as, have sound research that can be generalized to the target population of ECF majors.