Early Childhood Research Quarterly最新文献_第2页

Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families: A call for advancing equitable science and practice

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.03.004

Courtney A. Zulauf-McCurdy, Olivia R. Nazaire, Tunette Powell, Iheoma U. Iruka

{"title":"Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families: A call for advancing equitable science and practice","authors":"Courtney A. Zulauf-McCurdy, Olivia R. Nazaire, Tunette Powell, Iheoma U. Iruka","doi":"10.1016/j.ecresq.2024.03.004","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.03.004","url":null,"abstract":"Early care and education (ECE) was created to support the social, emotional, and academic development of young children. Yet, there are marked disparities and inequities in how Black children and their families are perceived and treated in ECE. The current review article seeks to document how anti-Blackness in ECE is detrimental to young Black children and their families. Following Black Critical Theory this paper will: (a) revisit a historical account of ECE, highlighting the role of anti-Blackness; (b) use the Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R<ce:sup loc=\"post\">3</ce:sup>ISE) model to document how anti-Blackness is endemic within ECE; and (c) discuss how to support ECE settings in the United States so that they elevate and integrate the cultural assets of Black children and their families. In documenting how anti-Blackness embedded within the United States ECE system leads to adverse early childhood outcomes for Black children, we push back against the disappearance of Black history and suffering from our consciousness and call on the field to acknowledge what is happening, provide support to Black children and their families, and organize together to create change.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"38 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inside Front Cover - Aims and Scope, Copyright, Publication information, Orders and Claims, Advertising information, Author inquiries, Permissions, Funding body, Permanence of paper, Impressum (German titles only) and GFA link in double column

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/s0885-2006(24)00133-9

引用次数: 0

Asian and Asian American early educators’ racial discrimination experiences and student well-being during COVID-19: A moderated mediation model

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.05.013

Xinwei Zhang, Suge Zhang, Feiran Zhang, Tong Liu, Walter S. Gilliam, Ayse Cobanoglu, Thomas Murray

{"title":"Asian and Asian American early educators’ racial discrimination experiences and student well-being during COVID-19: A moderated mediation model","authors":"Xinwei Zhang, Suge Zhang, Feiran Zhang, Tong Liu, Walter S. Gilliam, Ayse Cobanoglu, Thomas Murray","doi":"10.1016/j.ecresq.2024.05.013","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.05.013","url":null,"abstract":"During the COVID-19 pandemic, anti-Asian racism intensified in the United States (US), impairing the mental health of Asians and Asian Americans. However, no research has investigated how Asian and Asian American early educators’ experiences of racism affect them and their students in early childhood education (ECE). Thus, this study examined how Asian and Asian American early educators’ racial discrimination experiences were associated with their students’ socioemotional and behavioral well-being both directly and indirectly through the educators’ mental health. We also investigated the moderating effect of neighborhood Asian concentration on these associations. Participants of this study were 1,196 Asian and Asian American early educators (85.18 % female) across the US. Data were obtained via educator self-report questionnaires and geocoding of their ECE program zip codes. The results of structural equation modeling showed that both Asian and Asian American early educators’ direct experience and witnessing of racism were positively associated with their own perceived helplessness and depression, as well as their students’ socioemotional and behavioral well-being issues. The educators’ direct experience of racism was also positively related to their perceived lack of self-efficacy. The educators’ perceived helplessness mediated the association between their direct experience and witnessing of racism and student well-being issues. Moreover, the educators’ perceived helplessness mediated the relationship between their direct experience of racism and their students’ well-being issues only in ECE programs located in neighborhoods with high Asian concentration. This study has significant implications for fostering a culturally inclusive milieu for students and Asian and Asian American early educators in ECE.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"48 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children's long-term school attendance in Baltimore City

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.11.012

Lieny Jeon, Margaret R. Burchinal, Sooyeon Byun

{"title":"Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children's long-term school attendance in Baltimore City","authors":"Lieny Jeon, Margaret R. Burchinal, Sooyeon Byun","doi":"10.1016/j.ecresq.2024.11.012","DOIUrl":"https://doi.org/10.1016/j.ecresq.2024.11.012","url":null,"abstract":"The present study examined to what extent children's enrollment in Head Start and public Pre-Kindergarten (PreK) is associated with their absenteeism from kindergarten to fifth grade. Using a cohort of kindergarteners (5-years-old) in the Baltimore City Public Schools District (<ce:italic>n</ce:italic> = 7,447), Head Start and Pre-K enrollment and school attendance records were analyzed. About half of students were male (51 %), 80 % of students were Black, non-Hispanic, 9 % were White, non-Hispanic, 9 % were Hispanic, and 2 % identified as “Other” racial categories. Results indicated that children who were enrolled in Head Start or Pre-K had lower absence rates during the kindergarten year compared to those who were not enrolled in these ECE settings; the effect size was small to medium after controlling for child demographic factors and neighborhood characteristics. One of the neighborhood characteristics, measured by the Child Opportunity Index, was significantly and negatively associated with school absence rates with a small effect size. In addition, the gap in school attendance between the Head Start/PreK participants and non-Head Start/PreK participants persisted over time up to fifth grade without fading out. The findings suggest that it is critical to provide extended opportunities for children with socioeconomic challenges to access ECE programs prior to their schooling.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"10 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.12.015

Myles D. Moody, Lacee A. Satcher

{"title":"Toxic pathways: Exploring the impacts of vicarious and environmental racism on black youth in early childhood","authors":"Myles D. Moody, Lacee A. Satcher","doi":"10.1016/j.ecresq.2023.12.015","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.12.015","url":null,"abstract":"Academic and public discourse continues to center discussions of structural racism, its effects, and policy remediation of its lasting impacts on the well-being of racial minorities over the life course. We contribute to this discourse through a research synthesis of scholarship on the health and well-being consequences of vicarious and environmental racism for Black youth. Utilizing a sociological perspective, we propose a model that 1) identifies the ways that racism vicariously impacts the health and well-being of Black children on the interpersonal level through discrimination, and 2) highlights how structural and environmental factors both exacerbate these experiences and impact health and well-being directly. The harmful effects of vicarious racism on Black children between birth and age 5 are well-documented. Given the lack of agency in early childhood, coupled with their caregivers’ heightened exposure to racialized adversity, we argue that Black youth are particularly vulnerable to racism's indirect impact on mental health and socioemotional development. Additionally, decades of research on environmental justice and environmental racism show yet another route through which structural racism shapes the health of racial minorities across the life course (e.g., toxic exposure, resource scarcity, urban heat). Despite this growing focus on how Black children's well-being is shaped through indirect experiences of racism, as well as the mental health impacts of personal and vicarious racism, few studies have coalesced these lines of research to better understand how to lessen and mitigate the impacts of these adverse exposures. As such, we emphasize strategies for psychological resilience and harm reduction.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"92 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Racial/ethnic wealth gaps and material hardship disparities among U.S. households with young children: An investigation in the context of the COVID-19 pandemic

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.12.013

Sihong Liu, Joan Lombardi, Indivar Dutta-Gupta, Philip A. Fisher

{"title":"Racial/ethnic wealth gaps and material hardship disparities among U.S. households with young children: An investigation in the context of the COVID-19 pandemic","authors":"Sihong Liu, Joan Lombardi, Indivar Dutta-Gupta, Philip A. Fisher","doi":"10.1016/j.ecresq.2023.12.013","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.12.013","url":null,"abstract":"The long-existing racial/ethnic wealth gaps in the U.S. persist during the COVID-19 pandemic due to income inequalities and other structural racism experiences, which may contribute to racial/ethnic disparities in material hardship experiences. This study examined material hardship disparities and factors that may contribute to racial/ethnic wealth gaps among U.S. families with young children during the pandemic. Using survey data collected from a large national study among parents of children under six years old between April 2020 and October 2022 (<ce:italic>N</ce:italic> = 6,903; 7.23 % Black, 12.33 % Hispanic/Latino[a]; 29.03 % below 200 % FPL), this study revealed factors that substantially contributed to racial/ethnic wealth gaps, including debt, home ownership, income changes, and discrimination experiences. Moreover, Black and Hispanic/Latino(a) households of middle-to-higher-income levels reported more material hardships than White households with similar income, suggesting that higher income levels could not fully compensate for the systemic, generationally accumulated wealth gaps or equitably protect families of color from hardships in the pandemic. Although not directly studying the total wealth amount, this study provided compelling evidence for racial/ethnic structural inequalities in the wealth accumulation processes and hardship experiences, highlighting the pervasive economic vulnerability among not only lower-income households, but also middle-to-higher-income Black and Hispanic/Latino(a) families with young children.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"10 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers to early childhood education for Black families and calls for equitable solutions from a qualitative study using peer researchers and an antiracist lens

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.12.012

Kristen A Copeland, Amy King, Julietta Ladipo, Desiré Bennett, Alexis Amsterdam, Cynthia White, Heather Gerker, J'Mag Karbeah

{"title":"Barriers to early childhood education for Black families and calls for equitable solutions from a qualitative study using peer researchers and an antiracist lens","authors":"Kristen A Copeland, Amy King, Julietta Ladipo, Desiré Bennett, Alexis Amsterdam, Cynthia White, Heather Gerker, J'Mag Karbeah","doi":"10.1016/j.ecresq.2023.12.012","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.12.012","url":null,"abstract":"Racial disparities in early care education (ECE) utilization and quality continue to persist in the United States and have considerable implications throughout the life course. This study applied a population health framework and an antiracist lens to conduct peer-led qualitative interviews (n = 20) and facilitate community synthesis and design sessions (n = 6) with parents, ECE staff, and thought leaders. The goal was to better understand: (1) the barriers to enrollment faced by Black families seeking high-quality ECE experiences and (2) potential policy and system interventions to increase access and equity. Three key themes emerged: 1) idealized notions of what Black parents wanted for their children in ECE settings diverged from their actual experiences; 2) there were significant racialized administrative burdens or hoops to jump through to access ECE; and 3) participants cited positive and negative experiences with home-visiting programs to foster child development. Black participants expressed reservations about engaging with these programs based partly on previous discriminatory experiences and/or negative first- or second-hand experiences with state-mandated home visits from social services. The findings from this study make a significant contribution to the literature on barriers to high-quality ECE programs that Black families experience and community-identified policy solutions to address disparities. The system and policy solutions to these racial disparities in ECE enrollment cocreated by parents, ECE staff and the research team are discussed.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"20 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.12.014

Jessica Barnes-Najor, Beedoskah Stonefish, Chelsea Wentworth, Danielle Gartner, Jessica S. Saucedo, Heather Howard-Bobiwash, Patrick Koval, Richard Burnett, Lisa Martin, Michelle Leask, Rosebud Schneider, Cheyenne Hopps, Charla Gordon, Ann Cameron

{"title":"Stories and reflections on gikinawaabi: Recentering Indigenous Knowledge in early childhood development through food- and land-based practices","authors":"Jessica Barnes-Najor, Beedoskah Stonefish, Chelsea Wentworth, Danielle Gartner, Jessica S. Saucedo, Heather Howard-Bobiwash, Patrick Koval, Richard Burnett, Lisa Martin, Michelle Leask, Rosebud Schneider, Cheyenne Hopps, Charla Gordon, Ann Cameron","doi":"10.1016/j.ecresq.2023.12.014","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.12.014","url":null,"abstract":"To explore the ways that Indigenous Knowledge can inform the field of early childhood development, the current study examines how cultural traditions and relationships support Indigenous children's well-being. Using a participatory approach and Indigenous methods, the study team, which included Michigan-based researchers, community partners from Indigenous early childhood programs, and Indigenous community members, used PhotoVoice to identify how traditional food- and land-based practices support children's development. Findings, which align with multi-disciplinary research conducted with other Indigenous communities, suggest that traditional practices and relationships are often shared with children through everyday activities. Moreover, these practices and relationships are often shared through food and land-based traditions. Much of what was documented regarding the cultural ways that Indigenous families in Michigan support children's development through culture involved children learning through observing and participating in community and family responsibilities. To learn through observation, translated in Anishinaabemowin as gikinawaabi in the Ojibwe dialect, is a foundational approach to learning in Michigan Indigenous communities. We are now building on this project by using the findings to develop early childhood education curricular components that are locally grounded. The findings are also being used to advocate for appropriate federal policy and legislation for tribal early childhood education programs.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the Supplemental Issue: Advancing developmental science on the impact of racism in the early years

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2024.06.001

Stephanie M. Curenton, Iheoma U. Iruka, Jacqueline Sims, Nneka Ibekwe-Okafor

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Systems approaches for uncovering mechanisms of structural racism impacting children's environmental health and development

IF 3.7 1区教育学

Early Childhood Research Quarterly Pub Date : 2024-12-07 DOI: 10.1016/j.ecresq.2023.12.011

Devon C. Payne-Sturges, Ellis Ballard, Janean Dilworth-Bart

{"title":"Systems approaches for uncovering mechanisms of structural racism impacting children's environmental health and development","authors":"Devon C. Payne-Sturges, Ellis Ballard, Janean Dilworth-Bart","doi":"10.1016/j.ecresq.2023.12.011","DOIUrl":"https://doi.org/10.1016/j.ecresq.2023.12.011","url":null,"abstract":"Current approaches to identifying the impacts of structural racism on human development focus on downstream consequences or developmental outcomes rather than the upstream processes that create and perpetuate those negative consequences. Yet, the hallmarks of complex problems like structural racism include feedback relationships linking factors, path dependence, dynamics, non-linear effects, time delays, counterintuitive, and policy resistance. Pollutant exposures and their resulting deleterious effects on child health and development are among the downstream effects of structural racism. System dynamics modeling, a branch of systems science, provides developmental and environmental researchers with approaches to analyze complexity and integrate evidence from multiple disciplines through a common language and visualization of systems of structural racism. In this commentary, we introduce core tenets of system dynamics modeling as means of delineating the institutional and structural processes of environmental racism from the measurable consequences to child development; highlight specific implications of system dynamics modeling for developmental sciences; use the ongoing environmental health crisis in Flint, MI as a case example of how system dynamics modeling can be used to examine the impacts of structural racism on child development.","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142790123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0