As reported by Cory Turner for NPR:

“What we found was exactly what we expected based on the rates at which children are expelled from preschool programs,” Gilliam says. “Teachers looked more at the black children than the white children, and they looked specifically more at the African-American boy.”

Indeed, according to recent data from the U.S. Department of Education, black children are 3.6 times more likely to be suspended from preschool than white children. Put another way, black children account for roughly 19 percent of all preschoolers, but nearly half of preschoolers who get suspended.

One reason that number is so high, Gilliam suggests, is that teachers spend more time focused on their black students, expecting bad behavior. “If you look for something in one place, that’s the only place you can typically find it.”

Further Turner notes:

It’s impossible to separate these findings from today’s broader, cultural context — of disproportionately high suspension rates for black boys and young men throughout the school years, of America’s school-to-prison pipeline, and, most immediately, of the drumbeat of stories about black men being killed by police.

These findings parallel Michelle Alexander’s claims about racial inequity in policing and the criminal justice system—a dynamic disturbingly grounded in education and education reform.

The study itself finds:

Preschool expulsions and the disproportionate expulsion of Black boys have gained attention in recent years, but little has been done to understand the underlying causes behind this issue. This study examined the potential role of preschool educators’ implicit biases as a viable partial explanation behind disparities in preschool expulsions. Participants were recruited at a large conference of early educators and completed two tasks. In Task 1, participants were primed to expect challenging behaviors (although none were present) while watching a video of preschoolers, balanced by sex and race, engaging in typical activities, as the participants’ eye gazes were tracked. In Task 2, participants read a standardized vignette of a preschooler with challenging behavior and were randomized to receive the vignette with the child’s name implying either a Black boy, Black girl, White boy, or White girl, as well as randomized to receive the vignette with or without background information on the child’s family environment. Findings revealed that when expecting challenging behaviors teachers gazed longer at Black children, especially Black boys. Findings also suggested that implicit biases may differ depending on teacher race. Providing family background information resulted in lowered severity ratings when teacher and child race matched, but resulted in increased severity ratings when their race did not match. No differences were found based on recommendations regarding suspension or expulsion, except that Black teachers in general recommended longer periods of disciplinary exclusion regardless of child gender/race. Recommendations for future research and policy regarding teacher training are offered. (abstract)