Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Smith, Joel; Crosby, Danielle A.; Stephens, Christina

doi:10.1177/00027162211041942

Cited by 11 publications

(3 citation statements)

References 47 publications

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“…Lin, Y., Crosby, D., Mendez Study data were collected and managed using REDCap electronic data capture tools hosted at University of North Carolina at Greensboro. 1,2 REDCap (Research Electronic Data Capture) is a secure, web-based software platform designed to support data capture for research studies, providing 1) an intuitive interface for validated data capture; 2) audit trails for tracking data manipulation and export procedures; 3) automated export procedures for seamless data downloads to common statistical packages; and 4) procedures for data integration and interoperability with external sources.…”

Section: Latino Applicants In North Carolinamentioning

confidence: 99%

Child Care Subsidy Staff Share Perspectives on Administrative Burden Faced by Latino Applicants in North Carolina

Lin,

Crosby,

Mendez

et al. 2022

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Through the federal Child Care and Development Fund (CCDF), states administer child care subsidy programs to support low-income b parents' employment and expand children's access to high-quality child care. Many Hispanic children stand to benefit from this key public investment, 1 given that most live with an employed parent 2 and more than half live in low-income households. 3 Still, Latino families are generally less likely to use many forms of public assistance 4 and are underrepresented among child care subsidy recipients in 12 of the 13 states in which most low-income Hispanic children live. 5 Among the factors that shape families' participation in social service programs, policy features and administrative practices are important levers in facilitating or restraining access. 6 Federal CCDF guidelines provide states with considerable flexibility in setting rules, policies, and procedures related to child care subsidies, including those related to eligibility criteria, documentation requirements, and the application and waitlist process. 7 Hill, Gennetian, and Mendez 8 previously described how several CCDF policy dimensions determined at the state or local levels can differentially affect Hispanic parents' access to child care subsidies. This brief extends the Hill et al. analysis of how state CCDF policies may shape Hispanic families' subsidy access by examining how such policies are interpreted and implemented on the ground by local caseworkers and administrators who work directly with families seeking subsidies.To assess how state and local CCDF contexts may interact to influence Hispanic families' engagement with the child care subsidy program, we conducted an online survey of county-level subsidy agency supervisors and frontline caseworkers working in communities across North Carolina, a fast-growing Hispanic population state. We compared on-the-ground practices of local child care subsidy staff to state-level policy and guidance documents, highlighting cases where practices align or diverge from documented policies, and discuss the implications of this for Latino families' access to child care subsidies. a We use "Hispanic" and "Latino" interchangeably throughout the brief. Consistent with the U.S. Census definition, this includes individuals having origins in Mexico, Puerto Rico, and Cuba, as well as other "Hispanic, Latino, or Spanish" origins. b Low-income households are consistently defined in research, and in this brief, as those with incomes below twice the federal poverty threshold adjusted for family size. For an example of this indicator, see the Annie E. Casey Foundation Kids Count Data Center, Low-income working families with children.

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Section: Latino Applicants In North Carolinamentioning

confidence: 99%

Child Care Subsidy Staff Share Perspectives on Administrative Burden Faced by Latino Applicants in North Carolina

Lin,

Crosby,

Mendez

et al. 2022

View full text Add to dashboard Cite

show abstract

“…As a result, most ECEC programs in these neighborhoods do not adequately engage families and promote children’s learning and development. 14 To address this, there has been a recent focus on increasing the quality of ECEC, building upon the unique strengths and needs of children and their communities, and acknowledging the value of educators and staff being in racial and linguistic affinity with families, 15,16 although the implementation of such improvements is variable.…”

Section: Introductionmentioning

confidence: 99%

Knowing Well, Being Well: well-being born of understanding: The COVID-19 Pandemic and Children: Implications for Future Health

Henke¹

2023

Am J Health Promot

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Women are particularly susceptible to mental health challenges during the perinatal period. With the onset of the COVID-19 pandemic in 2020, much concern was raised about the impact that the associated isolation, uncertainty, grief, loss and economic upheaval would have on mental health. Women experienced a disproportionate amount of environmental strain during this time, including economic stress and challenges associated with being essential workers; stressors were perhaps most prevalent in communities of color and immigrant groups. For women who were pregnant during the height of the pandemic, it is clear that stress, anxiety, and depression were increased due to changes in medical care and decreases in social support. Increased mental health challenges in the perinatal period have been shown to impact social-emotional, cognitive and behavioral health in infants and children, so the potential consequences of the COVID-19 era are great. This paper discusses these potential impacts and describes important pathways for future research.

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“…Although participation in early education can have an initial impact on narrowing achievement gaps, disparities often remain after first grade (Reardon & Galindo, 2009), with many children experiencing a widening achievement gap throughout elementary school (Duncan & Magnuson, 2005; Reardon, 2013). Inequities in access to high quality early education are a significant barrier across socioeconomically and culturally diverse populations (Bassok & Galdo, 2016; Meek et al, 2020; Mendez-Smith et al, 2021).…”

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confidence: 99%

Teacher Sensemaking in an Early Education Research–Practice Partnership

Datnow

Guerra

Cohen

et al. 2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/Research Questions: Grounded in a framework of sensemaking theory and research on teachers’ beliefs and RPPs, this paper addresses the following questions: (1) How did an early education RPP attempt to build a meaningful and trusting partnership and amplify teacher voices? (2) How did teachers make sense of new knowledge within the context of the RPP and their practical wisdom? (3) To what degree were teachers reaffirming existing beliefs vs. questioning or adjusting current beliefs through their participation in the RPP? Research Design: This paper relies on qualitative data gathered as part of an interdisciplinary education neuroscience longitudinal RPP project between university researchers and educators in a California school district. The data analyzed for this paper included field notes and artifacts from RPP meetings and transcripts of teacher interviews. Conclusions/Recommendations: The RPP intentionally created opportunities for teachers to amplify their perspectives and interpretations. Within RPP meeting spaces, teachers reflected on their beliefs and practices in light of research conducted in their schools and, more generally, sometimes adjusting and other times reaffirming their views. The extent to which teachers incorporated new knowledge into their cognitive schemas varied based on the topic and how and where the information was presented. These findings yield important implications for research–practice partnerships and system change in early childhood education.

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Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Cited by 11 publications

References 47 publications

Child Care Subsidy Staff Share Perspectives on Administrative Burden Faced by Latino Applicants in North Carolina

Child Care Subsidy Staff Share Perspectives on Administrative Burden Faced by Latino Applicants in North Carolina

Knowing Well, Being Well: well-being born of understanding: The COVID-19 Pandemic and Children: Implications for Future Health

Teacher Sensemaking in an Early Education Research–Practice Partnership

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