Iheoma U. Iruka is a research professor in public policy and the founding director of the Equity Research Action Coalition at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Tonia R. Durden is a clinical professor and birth through five program coordinator in the Department of Early Childhood and Elementary Education at Georgia State University. Kerry-Ann Escayg is an associate professor of teacher education at the University of Nebraska–Omaha. Stephanie M. Curenton is a professor and director of the Center on the Ecology of Early Development program at Boston University.

• ContentsAcknowledgments  viiIntroduction  1How to Use This Book  21.  Racism's Past, Present, and Future  3What Is Racism?  3The Effects of Racism in the United States  11An Intersectionality Lens  18Now What?  212.  Connecting Culturally Responsive, Anti-Bias, and Anti-Racist (CRABAR) Practices  23Anti-Racism and Anti-Bias  24Terminology Matters: Defining Bias and Racism  25Racism in Early Childhood Education  26Introducing the CRABAR Framework  27Now What?  383.  Creating CRABAR Learning Environments  41Spaces for Belonging: Model Learning Environments  42The Classroom Environment: A Review  43Reflection on Afrocentric Classroom Environments  44Prepare to Develop Anti-Racist Classroom Environments  45Now What?  584.  Developing a CRABAR Assessment View  61Purposes of Assessment  62Using a CRABAR Lens for Assessment of Classroom Quality  68Emerging CRABAR Assessments  75Now What?  79How Assessments Should be Used  815.  Valuing the Early Childhood Workforce to Sustain CRABAR Practices  83The Vast Role and Limited Compensation for ECE Professionals  84Low and Inequitable Wages for ECE Professionals Explained by Legacy of Racism and Sexism  85Now What?  976.  Using the RICHER Approach to Elevate the CRABAR Practices  99Deference to Whiteness in ECE Settings  101The RICHER Framework  103Now What?  116Conclusion  121Resources  123References  125Index  143About the Authors  155Land Acknowledgement  155Body Acknowledgment  157

Iheoma U. Iruka is a research professor in public policy and the founding director of the Equity Research Action Coalition at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Tonia R. Durden is a clinical professor and birth through five program coordinator in the Department of Early Childhood and Elementary Education at Georgia State University. Kerry-Ann Escayg is an associate professor of teacher education at the University of Nebraska–Omaha. Stephanie M. Curenton is a professor and director of the Center on the Ecology of Early Development program at Boston University.

• ContentsAcknowledgments  viiIntroduction  1How to Use This Book  21.  Racism's Past, Present, and Future  3What Is Racism?  3The Effects of Racism in the United States  11An Intersectionality Lens  18Now What?  212.  Connecting Culturally Responsive, Anti-Bias, and Anti-Racist (CRABAR) Practices  23Anti-Racism and Anti-Bias  24Terminology Matters: Defining Bias and Racism  25Racism in Early Childhood Education  26Introducing the CRABAR Framework  27Now What?  383.  Creating CRABAR Learning Environments  41Spaces for Belonging: Model Learning Environments  42The Classroom Environment: A Review  43Reflection on Afrocentric Classroom Environments  44Prepare to Develop Anti-Racist Classroom Environments  45Now What?  584.  Developing a CRABAR Assessment View  61Purposes of Assessment  62Using a CRABAR Lens for Assessment of Classroom Quality  68Emerging CRABAR Assessments  75Now What?  79How Assessments Should be Used  815.  Valuing the Early Childhood Workforce to Sustain CRABAR Practices  83The Vast Role and Limited Compensation for ECE Professionals  84Low and Inequitable Wages for ECE Professionals Explained by Legacy of Racism and Sexism  85Now What?  976.  Using the RICHER Approach to Elevate the CRABAR Practices  99Deference to Whiteness in ECE Settings  101The RICHER Framework  103Now What?  116Conclusion  121Resources  123References  125Index  143About the Authors  155Land Acknowledgement  155Body Acknowledgment  157

Iheoma U. Iruka is a research professor in public policy and the founding director of the Equity Research Action Coalition at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Tonia R. Durden is a clinical professor and birth through five program coordinator in the Department of Early Childhood and Elementary Education at Georgia State University. Kerry-Ann Escayg is an associate professor of teacher education at the University of Nebraska–Omaha. Stephanie M. Curenton is a professor and director of the Center on the Ecology of Early Development program at Boston University.

• ContentsAcknowledgments  viiIntroduction  1How to Use This Book  21.  Racism's Past, Present, and Future  3What Is Racism?  3The Effects of Racism in the United States  11An Intersectionality Lens  18Now What?  212.  Connecting Culturally Responsive, Anti-Bias, and Anti-Racist (CRABAR) Practices  23Anti-Racism and Anti-Bias  24Terminology Matters: Defining Bias and Racism  25Racism in Early Childhood Education  26Introducing the CRABAR Framework  27Now What?  383.  Creating CRABAR Learning Environments  41Spaces for Belonging: Model Learning Environments  42The Classroom Environment: A Review  43Reflection on Afrocentric Classroom Environments  44Prepare to Develop Anti-Racist Classroom Environments  45Now What?  584.  Developing a CRABAR Assessment View  61Purposes of Assessment  62Using a CRABAR Lens for Assessment of Classroom Quality  68Emerging CRABAR Assessments  75Now What?  79How Assessments Should be Used  815.  Valuing the Early Childhood Workforce to Sustain CRABAR Practices  83The Vast Role and Limited Compensation for ECE Professionals  84Low and Inequitable Wages for ECE Professionals Explained by Legacy of Racism and Sexism  85Now What?  976.  Using the RICHER Approach to Elevate the CRABAR Practices  99Deference to Whiteness in ECE Settings  101The RICHER Framework  103Now What?  116Conclusion  121Resources  123References  125Index  143About the Authors  155Land Acknowledgement  155Body Acknowledgment  157