Study finds preschool amplifies class-based disparities in classroom engagement

Low-SES children experience reduced peer valuation and potentially compromised psychological experiences due to unequal classroom engagement opportunities.

In the preschool classrooms of France's Nouvelle-Aquitaine region, researchers have observed an old inequality wearing a new face: children from working-class families speak less during group discussions than their more privileged peers, not because they lack the language, but because something in the architecture of schooling itself silences them. What makes this finding especially sobering is that their quieter classmates are already drawing conclusions — deciding who is smart, who is worthy, who belongs — at an age when such judgments leave lasting marks. The study invites us to ask whether

Study finds preschool amplifies class-based disparities in classroom engagement

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