Abstract
Cultivating Belonging: A Constructivist Antibias Teacher Training for Transforming Early Childhood Education for Black Boys explores how early childhood educators engage in reflective practices to disrupt implicit biases and foster equitable learning environments for Black boys. Black boys experience the highest suspension and expulsion rates of any group in preschool settings, a systemic issue rooted in implicit bias and deficit-based narratives. This project examined how educators can cultivate belonging by developing cultural humility, strengthening teacher-child relationships, and critically reflecting on their perceptions and practices. Using a constructivist qualitative approach, this project implemented an antibias teacher training designed to support early childhood educators in identifying and challenging implicit biases in PreK–third grade classrooms.
Sources of Data Participants engaged in guided reflections, activities, and collaborative discussions to examine their assumptions and refine their teaching approaches. Data was collected through participant reflections and discussion transcripts and analyzed thematically. Four key themes emerged: Relationship Building, highlighting the role of positive teacher-child interactions in disrupting bias; Realizing the Importance of Reflective Practices, emphasizing the need for ongoing self-examination in teaching; Noticing Diverse Ways of Being and Learning, illustrating how teachers expanded their understanding of student behavior and learning styles; and Biases Around Black Boys in PreK–third Grade Classrooms, revealing how deficit perspectives persist and how educators worked to challenge them.
This project demonstrates the power of reflective, constructivist approaches in professional learning to shift teacher’s perceptions and practices. It underscores the need for ongoing, intentional teacher development that centers equity and belonging for Black boys. Future research could explore how sustained engagement in antibias training influences long-term changes in classroom interactions, student engagement, and teacher decision-making.