Content Validation of the D-Three Effect Inventory (DTEI): Examining the Experiences of Black Children in Early Childhoo
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Content Validation of the D-Three Effect Inventory (DTEI): Examining the Experiences of Black Children in Early Childhood Education Idara R. Essien-Wood 1 & J. Luke Wood 2 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Research has demonstrated that Black students experience school environments in ways that are incongruent with that of their peers (Howard 2013, 2016; Wright and Ford 2016). Specifically, scholars have routinely demonstrated that Black students must navigate school environments rife with mistreatment and stereotypes (Harper and Wood 2015; Jenkins 2006; Noguera 2003). While the range of stereotypes experienced by these students is expansive, Wood (2019) contends that Black children are most likely to navigate three specific perceptions: distrust, disdain, and disregard. Distrust refers to perceptions of criminalization that assume that they are dangerous, deviant, or engage others with mal-intent. Disdain entails perceptions that assume that the students, their families, their communities, and cultural styles are lesser than that of other communities. Disregard refers to views that assume that Black learners are academically inferior in comparison to that of their peers. These perspectives are collectively referred to as the DThree Effect, indicating the most common ways that Black students are viewed and engaged by educators (Wood et al. 2017). These perceptions align with sub-types of racial microaggressions proffered by Sue et al. (2007) including assumptions of criminality, second-class citizenship, pathologizing culture, and ascriptions of intelligence, respectively. Racial microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color” (p. 271). The concept of microaggressions was coined in the 1970s by Chester Pierce who sought to convey the subtle ways that racism manifests and influences Black people (Pierce and Allen 1975). Racial
* J. Luke Wood [email protected] Idara R. Essien-Wood [email protected]
1
Child and Family Development, San Diego State University, 5500 Campanile Dr. EBA 426, San Diego, CA 92182, USA
2
San Diego State University, San Diego, CA, USA
Journal of African American Studies
microaggressions are so common, that they are often rendered to people of color without the perpetrator being consciously aware that they are doing so. According to Sue et al., assumptions of criminality refer to prevailing perceptions that people of color are naturally predisposed towards criminal behavior. Indeed, the scholarly literature is replete with discussions about the pervasive labeling of Black children, particularly Black boys, as by teachers and school leaders as “aggressive,” “troublemakers,” “too active,” “hyperactive,” and “dangerous” (Ford et al. 2000; Howard 2008; Wright and Counsell 2018; Wright and Ford 2016). Scholars have articulated a number of ways that the assumptions o
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