Factors associated with early school readiness profiles for Black girls

Iruka, Iheoma U.; Curenton, Stephanie M.; Blitch, Kimberly A.; Gardner, Shari

doi:10.1016/j.ecresq.2019.10.012

Cited by 21 publications

(7 citation statements)

References 73 publications

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“…In Tulsa, Amadon et al (2022) do find differences in advanced course taking in high school between pre-K attendees and those who did not attend as well as decreases in course failures in high school among pre-K attendees. In short, Tulsa’s K–12 environment has the potential to reduce the number of “struggling learners” and to increase the number of “excelling learners” among Black, Hispanic, and Native American students (Iruka et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Universal Pre-K and College Enrollment: Is There a Link?

et al. 2023

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In this study, we used data from a cohort of 4,033 Tulsa kindergarten students to investigate the relationship between pre-K enrollment and later college enrollment. Specifically, we tested whether participation in the Tulsa Public Schools universal pre-K program and the Tulsa Community Action Project (CAP) Head Start program predicted enrollment in 2- or 4-year colleges. We used propensity score weighting with multiply imputed data sets to estimate these associations. We found that college enrollment was 12 percentage points higher for Tulsa pre-K alumni compared with former students who did not attend Tulsa pre-K or Head Start. College enrollment was 7.5 percentage points higher for Head Start alumni compared to former students who did not attend Head Start or Tulsa pre-K, but this difference was only marginally significant. Tulsa pre-K attendance was associated with 2-year college enrollment among students from all racial and ethnic backgrounds, but only among Black and Hispanic students did it strongly predict 4-year college enrollment.

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Section: Discussionmentioning

confidence: 99%

Universal Pre-K and College Enrollment: Is There a Link?

et al. 2023

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“…The exclusivity of the STEM industry is echoed in K-12 classrooms where women and girls of color experience dual marginalization and power inequities (Iruka et al, 2020;Moss-Racusin, et al, 2015). However, focusing exclusively on equity concerns discounts the fact that girls of color can provide a unique perspective that encourages innovations in STEM and advance STEM knowledge in ways that benefit individuals from all sociodemographic groups (Sinnes & Løken, 2014).…”

Section: American Girls Of Color and Stemmentioning

confidence: 99%

Improving Access to STEM for Girls of Color through Community Programs

Garner

Suderman

2022

Journal of STEAM Education

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Background: Our study examines community youth workers’ perceptions, attitudes, and aspirations regarding the development of STEM programming for girls of color gathered through a focus-group discussion embedded in a professional development workshop. Results: Drawing upon these conversations, we learned that they perceived themselves as not belonging in STEM and as focused primarily on community mental health concerns. Although many of the workers commented about being unprepared to plan or offer STEM programming, they suggested that a collective community effort could be a worthwhile approach for increasing STEM programming for girls of color. Results also revealed that the middle school girls of color being served by the community agencies represented in the sample corroborated these results as they too perceived themselves as not belonging in STEM. However, when probed about how they wanted to spend their out-of-school time, many of the girls who asserted lack of interest or belonging in STEM suggested everyday activities that were, indeed, STEM-based. Conclusions: This pattern of results suggests that persuading girls of color to pursue STEM-related activities outside-of-school requires a reframing that considers their existing interests.

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“…Considering the confounding nature of poverty and race, it is not surprising to see the correlation between low-quality programs in poor communities and their relation to opportunities afforded to black children. Given the research suggesting the detrimental effects of low-quality ECE programs on children’s cognitive and behavioral outcomes (NASEM, 2019), it is essential to consider how limited access to high-quality ECE relates to black children’s outcomes, especially if the settings are not racially affirming, but instead biased (Gilliam et al, 2016; Iruka et al, 2020).…”

Section: Adversities Faced By Black Childrenmentioning

confidence: 99%

Attending to the Adversity of Racism Against Young Black Children

Iruka

Durden

Gardner-Neblett

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

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The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.

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Factors associated with early school readiness profiles for Black girls

Cited by 21 publications

References 73 publications

Universal Pre-K and College Enrollment: Is There a Link?

Universal Pre-K and College Enrollment: Is There a Link?

Improving Access to STEM for Girls of Color through Community Programs

Attending to the Adversity of Racism Against Young Black Children

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