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• W2023563080 abstract "This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms." @default.
• W2023563080 created "2016-06-24" @default.
• W2023563080 creator A5040305530 @default.
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• W2023563080 date "2012-07-01" @default.
• W2023563080 modified "2023-09-23" @default.
• W2023563080 title "Predicting acceptance of diversity in pre-kindergarten classrooms" @default.
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• W2023563080 doi "https://doi.org/10.1016/j.ecresq.2011.12.001" @default.
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