22 | ADVANCING EQUITY IN EARLY CHILDHOOD EDUCATION
63 For a review of implicit bias in general, see C. Staats, K.
Capatosto, L. Tenney, & S. Mamo, State of the Science: Implicit
Bias Review (Columbus, OH: The Ohio State University Kirwan
Institute for the Study of Race and Ethnicity, 2017).
Regarding bias specic to early childhood education,
see W.S. Gilliam, A.N. Maupin, C.R. Reyes, M. Accavitti,
& F. Shic, Do Early Educators’ Implicit Biases Relate to
Behavior Expectations and Recommendations of Preschool
Expulsions and Suspensions? (New Haven, CT: Yale Child
Study Center, 2016), medicine.yale.edu/childstudy/zigler/
publications/Preschool%20Implicit%20Bias%20Policy%20
Brief_nal_9_26_276766_5379_v1.pdf; C.S. Brown & E.A.
Stone, “Gender Stereotypes and Discrimination: How Sexism
Impacts Development,” in Advances in Child Development
and Behavior, vol. 50, eds. S.S. Horn, M.D. Ruck, & L.S. Libenz
(Philadelphia: Elsevier), 105–33; T.M. Yates & A.K. Marcelo,
“Through Race-Colored Glasses: Preschoolers’ Pretend Play and
Teachers’ Ratings of Preschool Adjustment,” Early Childhood
Research Quarterly 29, no. 1 (2014): 1–11; N. Priest, N. Slopen,
S. Woolford, J.T. Philip, D. Singer, A.D. Kauman, K. Mosely,
M. Davis, Y. Ransome, & D. Williams, “Stereotyping Across
Intersections of Race and Age: Racial Stereotyping among
White Adults Working with Children,” PLOS One 13, no. 10
(2018), https://doi.org/10.1371/journal.pone.0201696; B.T.
Bowman, J.P. Comer, & D.J. Johns. “Addressing the African
American Achievement Gap: Three Leading Educators Issue a
Call to Action,” Young Children 73, no. 2 (2018): 12–21, www.
naeyc.org/resources/pubs/yc/may2018/achievement-gap;
K.S.S. Colegrove & J.K. Adair, “Countering Decit Thinking:
Agency, Capabilities and the Early Learning Experiences of
Children of Latina/o Immigrants,” Contemporary Issues
in Early Childhood 15, no. 2 (2014): 122−35, https://
doi.org/10.2304/ciec.2014.15.2.122; J.A. Grissom & C.
Redding, “Discretion and Disproportionality: Explaining the
Underrepresentation of High-Achieving Students of Color in
Gifted Programs,” AERA Open 2, no. 1 (2016): 1–25, https://
doi.org/10.1177/2332858415622175; U.S. Government
Accountability Oce (GAO), K–12 Education: Discipline
Disparities for Black Students, Boys, and Students with
Disabilities (Washington, DC: GAO, 2018), www.gao.gov/
assets/700/692095.pdf; M. Souto-Manning & A. Rabadi-Raol,
“(Re)Centering Quality in Early Childhood Education: Toward
Intersectional Justice for Minoritized Children,” Review of
Research in Education 42, no. 1 (2018): 203–25, https://doi.
org/10.3102/0091732X18759550); and J.K. Adair, “Examining
Whiteness as an Obstacle to Positively Approaching Immigrant
Families in US Early Childhood Educational Settings,” Race,
Ethnicity and Education 17, no. 5 (2014): 643–66, https://doi.
org/10.1080/13613324.2012.759925.
Regarding implicit bias in children, see C.S. Brown, H.
Ali, E.A. Stone, & J.A. Jewell, “US Children’s Stereotypes and
Prejudices Toward Arab Muslims,” Analyses of Social Issues and
Public Policy 17, no. 1 (2017): 60–83; and L. Bian, S.J. Leslie,
& A. Cimpian, “Gender Stereotypes About Intellectual Ability
Emerge Early and Inuence Children’s Interests,” Science 355,
no. 6323 (2017): 389–91.
64 Regarding intersectionality in implicit bias, see
R. Wright, Race Matters . . . And So Does Gender: An
Intersectional Examination of Implicit Bias in Ohio School
Discipline Disparities (Columbus, OH: The Ohio State University
Kirwan Institute for the Study of Race and Ethnicity, 2016,
https://kirwaninstitute.osu.edu/wp-content/uploads/2016/07/
Race-matters-and-so-does-Gender.pdf); and Y. Irizarry,
“Utilizing Multidimensional Measures of Race in Education
Research: The Case of Teacher Perceptions,” Sociology of
Race and Ethnicity 1, no. 4 (2015): 564–83, https://doi.
org/10.1177/2332649215580350.
65 J.R. Steele, M. George, A. Williams., & E. Tay, “A Cross-Cultural
Investigation of Children’s Implicit Attitudes toward White
and Black Racial Outgroups,” Developmental Science (May 14,
2018), https://doi.org/10.1111/desc.12673.
66 Most studies have focused on the birth-to-5 age range, but
a growing number of programs are also considering the
characteristics of program quality on kindergarten through third
grade. See the Heckman Equation (www.heckmanequation.org)
for a number of resources discussing the return on investment
of high-quality early childhood programs serving children
birth through age 5. See also D.A. Phillips, M.W. Lipsey, K.A,
Dodge, R. Haskins, D. Bassok, M.R. Burchinal, G.J. Duncan, M.
Dynarski, K.A. Magnuson, & C. Weiland, Puzzling It Out: The
Current State of Scientic Knowledge on Pre-Kindergarten
Eects: A Consensus Statement (Washington, DC: Brookings
Institute, 2017, www.brookings.edu/research/puzzling-it-out-
the-current-state-of-scientic-knowledge-on-pre-kindergarten-
eects); H. Yoshikawa, C. Weiland, J. Brooks-Gunn, M.R.
Burchinal, L.M. Espinosa, W.T. Gormley, J. Ludwig, K.A.
Magnuson, D. Phillips, & M.J. Zaslow, Investing in Our Future:
The Evidence Base on Preschool Education (Washington, DC:
Society for Research in Child Development, 2013, https://
fcd-us.org/resources/evidence-base-preschool); J.S. Cannon,
M.R. Kilburn, L.A. Karoly, T. Mattox, A.N. Muchow, & M.
Buenaventura, Investing Early: Taking Stock of Outcomes and
Economic Returns from Early Childhood Programs (Santa
Monica, CA: RAND Corporation, 2017); and D.C. McCoy, H.
Yoshikawa, H., K.M. Ziol-Guest, G.J. Duncan, H.S. Schindler, K.
Magnuson, R. Yang, A. Koepp, J.P. Shonko, “Impacts of Early
Childhood Education on Medium- and Long-Term Educational
Outcomes,” Educational Researcher 46, no. 8 (2017): 474–87.
For studies looking at K−3, see S. Ritchie & L. Gutmann, eds.,
FirstSchool: Transforming PreK–3rd Grade for African
American, Latino, and Low-Income Children (New York:
Teachers College Press, 2014); B. Atchison & L. Diey, Initiatives
from Preschool to Third Grade: A Policymaker’s Guide (Denver:
Education Commission of the States, 2018); Transforming
the Financing; and K. Kauerz & J. Coman, Framework for
Planning, Implementing, and Evaluating PreK–3rd Grade
Approaches (Seattle: College of Education, University of
Washington, 2013).
67 Ö. Sensoy & R.J. DiAngelo, Is Everyone Really Equal?: An
Introduction to Key Concepts in Social Justice Education (New
York: Teachers College Press, 2017).