Working-class children overlooked in preschool discussions, study finds
A new study has revealed that children from working-class backgrounds get fewer chances to speak in preschool group discussions. These youngsters are about 20% less likely to be called on by teachers compared to their peers. The findings highlight an unintentional but persistent bias in early education settings.
The research shows that teachers, without realising it, often overlook working-class children when they raise their hands. Even when these pupils speak up on their own, they receive fewer positive responses. This unequal speaking time stems from unconscious biases, societal stereotypes, and mismatches between school culture and home environments.
The findings underscore a clear disparity in classroom participation for working-class children. Without intervention, these early gaps may persist throughout their schooling. Addressing unconscious biases in teaching could help create fairer learning opportunities for all pupils.
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