Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors

Abstract

ABSTRACT Growing evidence demonstrates associations between child race, teacher–child race match, and teacher ratings of externalizing behaviour problems in the early years of school. The present study deepens understanding of the relations between child, teacher, and classroom racial factors and teacher-reported externalizing behaviours by examining associations across specific subdomains of externalizing behaviour symptoms including inattention, hyperactivity/impulsivity, and oppositionality/defiance. In a sample that included 147 lead teachers and 1,195 children from state, federal, and privately-funded preschool programmes within the southeastern United States, we found that Black children were rated as demonstrating more frequent symptoms of inattention than White children across teachers. Ratings for each subtype of externalizing behaviour differed depending on teacher–child racial match or mismatch. Finally, the proportion of same-race peers in a child’s classroom was negatively associated with teacher ratings of inattention and hyperactivity/impulsivity across children. Implications for continued research and intervention development are discussed.