Abstract：
In this study, we investigated differences in teachers\' perceptions of the teacher-child relationship from kindergarten through second grade as a function of child race and gender from the perspective of critical race theory and the cultural synchrony hypothesis. Given the extensive evidence of White privilege and anti-Black racism in the US education system, we expected that teachers, particularly White teachers, would perceive their relationships with White children more positively than with Black children. Controlling for family SES and child gender, results supported this hypothesis. Black boys had the highest risk of being perceived by teachers as having poor relationships with teachers in kindergarten (highest conflict and lowest closeness) and White girls had the lowest risk. In addition, teachers perceived relationships with Black boys as increasing in conflict across first and second grades at higher rates than with White and female children. These findings remained after examining teacher-child racial match as a moderator. Our results indicate that racism and sexism work together to explain the perceptions teachers have of children in the early elementary grades. Implications for training teachers and school psychologists on anti-racism and cultural competency are discussed.
摘要：
在这项研究中,我们从批判种族理论和文化同步性假设的角度，调查了教师对从幼儿园到二年级师幼关系的认知差异，作为儿童种族和性别的函数。鉴于美国教育系统中白人特权和反黑人种族主义的广泛证据，我们期望老师们，尤其是白人教师，会更积极地看待他们与白人儿童的关系，而不是与黑人儿童的关系。控制家庭SES和儿童性别，结果支持了这一假设。黑人男孩被老师认为与幼儿园老师关系不良的风险最高（冲突最高，亲密关系最低），白人女孩的风险最低。此外,教师认为与黑人男孩的关系在一年级和二年级的冲突中以高于白人和女童的比率增加。在作为主持人检查了师生种族匹配之后，这些发现仍然存在。我们的结果表明，种族主义和性别歧视共同解释了教师对小学低年级儿童的看法。讨论了对教师和学校心理学家进行反种族主义和文化能力培训的含义。
