ArticleProceedings of the National Academy of Sciences of the United States of America2025
Preschool teachers provide fewer participation opportunities to working-class students than those from more privileged backgrounds.
Article in Proceedings of the National Academy of Sciences of the United States of America, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Preschool teachers provide fewer participation opportunities to working-class students than those from more privileged backgrounds.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
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Authors and funding
4 authors.
Funding
Abstract
Social class disparities exist from the earliest stages of education. Research has suggested that class-based differences in factors such as socialization practices and access to resources partly explain this phenomenon, but less work has explored whether teachers' practices also exacerbate these inequalities. Using whole-class observations of 63 preschool classroom discussions (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.