<i>Capital</i>izing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human, Social, and Navigational Capital

Vesely, Colleen K.; Ewaida, Marriam; Kearney, Katina B.

doi:10.1080/10409289.2012.725382

Cited by 30 publications

(24 citation statements)

References 18 publications

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“…Counselors can facilitate the development of communities of resistance in which women can come together to question/reject oppressive narratives, cultivate empowerment, and generate advocacy action (Watkins & Shulman, ). Building links across other institutions and service providers who have connectivity with refugee and immigrant families can support immigrant families as they build their social networks among other parents in similar situations and learn how to navigate institutional supports in a new country (Vesely, Ewaida, & Kearney, ).…”

Section: Discussionmentioning

confidence: 99%

Trauma and Resilience Among Refugee and Undocumented Immigrant Women

Goodman

Vesely

Letiecq

et al. 2017

Journal of Counseling & Development

Self Cite

135

102

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Migration and resettlement processes are often characterized by stressful and traumatic experiences. Immigrants may experience premigration trauma in their countries of origin and trauma during their migration journey. Furthermore, refugee and undocumented immigrant women navigate unique and ongoing stressors postmigration. In this study, the authors used a phenomenological approach to explore refugee and undocumented immigrant women's experiences of trauma and stress and the ways in which they develop resilience to cope with these experiences.

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Section: Discussionmentioning

confidence: 99%

Trauma and Resilience Among Refugee and Undocumented Immigrant Women

Goodman

Vesely

Letiecq

et al. 2017

Journal of Counseling & Development

Self Cite

135

102

View full text Add to dashboard Cite

show abstract

“…Navigational capital is an understudied, less understood form of capital. 5 It enables students to sustain high achievement despite obstacles that stress students and test their persistence. 3 This theory is a protest against "deficit theorizing," research that assumes that institutions of higher education are fair and equitable, and underprivileged students, their parents and communities need to learn "appropriate" skills and knowledge to earn secondary degrees.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Carrigan

Hauser

Riskin

et al. 2019

J Women Minor Scien Eng

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She investigates the historical and cultural dimensions of underrepresented groups' participation in science, technology and engineering and the reasons why white males still dominate these fields. Prof. Eve A. Riskin, University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electrical Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research interests include image compression and image processing, with a focus on developing video compression algorithms to allow for cell-phone transmission of American Sign Language.

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“…Brokering through ECE has also been found to be a successful model in helping immigrant families in a new country. Vesely et al (2013) carried out a study of lowincome immigrant mothers' use of ECE to build social capital and human as well as navigational capital within their new country. They found that ECE teachers and staff were key transmitters of the knowledge families required in developing connections, resources and knowledge around social relationships, as well as knowledge of wider systems and institutions (e.g.…”

Section: Brokering Knowledge and Supportmentioning

confidence: 99%

Brokering to support participation of disadvantaged families in early childhood education

Mitchell

Meagher-Lundberg

2017

British Educational Res J

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This paper discusses findings from an evaluation of the New Zealand Ministry of Education's Early Childhood Education (ECE) Participation Programme that targeted local areas where there are high numbers of children starting school who have not participated in ECE. The aim of the programme is to increase participation of these low‐income ‘priority’ children in ‘quality’ ECE. In this paper, two policy initiatives and features that supported participation in ECE are analysed. Engaging Priority Families (EPF) involves a coordinator working with families to encourage ECE participation, home learning and a positive transition to school. Targeted Assistance for Provision (TAP) grants are intended to increase local supply by helping establish new services and child spaces in communities where they are needed. The study used mixed methods: data on enrolments, surveys of Participation Programme providers, interviews with programme staff, surveys of families engaged in each initiative and interviews with a small group of families. The results show that cost, availability and cultural relevance of ECE services are the main barriers to participation of ‘priority’ families. Through brokering, both initiatives helped address complex social issues faced by the families by connecting families with health, housing and social agencies, and brokering understanding of ECE. The results support the argument that national policy initiatives and local actions can help address inequities in participation in ECE associated with socioeconomic status.

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Capitalizing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human, Social, and Navigational Capital

Cited by 30 publications

References 18 publications

Trauma and Resilience Among Refugee and Undocumented Immigrant Women

Trauma and Resilience Among Refugee and Undocumented Immigrant Women

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Brokering to support participation of disadvantaged families in early childhood education

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