Early Childhood Educator Stress, Burnout, and Racial Equity Beliefs

Abstract Racial disparities in educational outcomes persist in the United States. However, little is known about race-related beliefs among early childhood educators (ECEs). ECEs serve as the first representatives of formal education for children from racially and ethnically minoritized backgrounds, even as they navigate a highly stressful and under-supported profession. This study examined race-related beliefs among a racially and ethnically diverse sample of 146 ECEs working in a large urban school district, and investigated differences in race-related beliefs by ECE age, tenure, education, and race/ethnicity. Participating ECEs identified as Asian (43.4%), White (24.0%), Latine (18.6%), and Black (14.0%). Approximately 40% had earned a graduate degree. Subsequent study aims utilized linear regression models to examine ECE daily stressors and burnout symptoms as predictors of race-related beliefs, controlling for ECE race/ethnicity, age, and education. Results demonstrated that ECEs generally reported equitable race-related beliefs. However, older ECEs, ECEs with less than a graduate degree, and ECEs identifying as Asian were also more likely to espouse inequitable beliefs. Controlling for age, race/ethnicity, and education, greater burnout (emotional exhaustion and depersonalization) was related to greater alignment with meritocracy beliefs, more cultural deficit beliefs, and a belief that racism is no longer a problem in America. ECE daily stressors were not significantly related to any race-related beliefs. Findings from the present study highlight areas for intervention to increase equity, including increasing opportunities for higher education for ECEs, and implementing system-wide supports to reduce burnout.