This presentation will focus on racially minoritized learners’ (RMLs) experiences and achievement in school settings with a particular focus on discussing how the field measures instructional quality as it relates to RMLs’ experiences in the classroom. The presentation will provide suggestions about (1) how to measure culturally responsive anti-bias instruction, (2) changes for instructional approaches to engage RMLs, and (3) larger systemic changes to the way in which RMLs are educated.
Stephanie Curenton is a tenured associate professor in the Boston University Wheelock College of Education & Human Development. She studies the social, cognitive, and language development of low-income and minority children within various ecological contexts, such as parent-child interactions, early childhood education programs, early childhood workforce programs, and related state and federal policies.
Curenton served as past associate editor for Early Childhood Research Quarterly and Early Education and Development. She was awarded a research policy fellowship from the Society for Research on Child Development/American Association for the Advancement of Science and worked in the Office of Child Care. She has served on education non-profit boards for the National Association for the Education of Young Children and local Head Start programs.