Browsing by Author "Iruka, Iheoma U."
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Item Effects of Racism on Child Development: Advancing Antiracist Developmental Science(Annual Reviews, 2022-08-26) Iruka, Iheoma U.; Gardner-Neblett, Nicole; Telfer, Nicole A.; Ibekwe-Okafor, Nneka; Curenton, Stephanie M.; Sims, Jacqueline; Sansbury, Amber B.; Neblett, Enrique W.Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different racialized experiences on the lives of REM children. Based on the Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R3ISE) and focused on attending to the interaction between racism and the cultural assets of REM families and communities, this review highlights how racism impacts REM children's healthy development and learning. In addition to calling for research that advances racial equity using the R3ISE integrative model, we also identify policies that have some potential to ensure equity in economic stability and security, home and community environment, birth outcomes, and educational opportunities for REM children and their families.Item Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms(Taylor & Francis, 2019-05-16) Curento, Stephanie M.; Iruka, Iheoma U.; Humphries, Marisha; Jensen, Bryant; Durden, Tonia; Rochester, Shana E.; Sims, Jacqueline; Whittaker, Jessica; Kinzie, MableResearch Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers.