Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start

Abstract

Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce.

“Talk to me”: Parent–teacher background similarity, communication quality, and barriers to school-based engagement among ethnoculturally diverse Head Start families.

“…This finding contradicts the handful of previous studies showing that an ethnic match between teachers and families, including those in Head Start, is associated with higher rates of school-based participation among low-income, ethnically minoritized families (Markowitz et al, 2020; Mundt et al, 2015). It should be noted, however, that the study by Markowitz et al (2020) focused on the teacher– child ethnic match as associated with parent engagement, as opposed to our study’s focus on teacher– primary caregiver ethnic match. Additionally, the Mundt et al (2015) study was based solely on teacher report of school-based engagement and did not incorporate family perspectives—a gap our study aimed to fill.…”

“…ethnically minoritized families (Markowitz et al, 2020;Mundt al., 2015). It should be noted, however, that the study by Markowitz et al (2020) focused on the teacher-child ethnic match as associated with parent engagement, as opposed to our study's focus on teacher-primary caregiver ethnic match.…”

“…ethnically minoritized families (Markowitz et al, 2020;Mundt al., 2015). It should be noted, however, that the study by Markowitz et al (2020) focused on the teacher-child ethnic match as associated with parent engagement, as opposed to our study's focus on teacher-primary caregiver ethnic match. Additionally, the Mundt et al (2015) study was based solely on teacher report of school-based engagement and did not incorporate family perspectives-a gap our study aimed to fill.…”

Understanding the wellbeing of early educators in the wake of the coronavirus pandemic: Lessons from Louisiana

“…Many parents value having a teacher who shares their racial or ethnic identity when searching for care for their very young children ( Fuller et al, 1996 ). And, data are starting to suggest that there are tangible benefits for teacher-child racial ethnic match even among very young children, including increases in parental engagement ( Markowitz, Bassok, & Grissom, 2020 ), teacher ratings of children's skills and competencies ( Bates & Glick, 2013 ; Downey & Pribesh, 2004 ), and children's academic performance ( Dee, 2004 ; Downer et al, 2016 ; Wright et al, 2017 ). Policymakers designing supports for ECE in the wake of COVID have an opportunity to support the diversity of the ECE workforce in part by targeting center-based child care settings.…”

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

“…Educators of color can leverage intersubjective understandings born out of experience confronting racialized inequities (Irvine, 2002;Markowitz et al, 2020;Sanders, 2016). Because learning is situated, constantly occurring, and informed by ethnolinguistic communities, educators' approaches leverage shared experiences; common ethnic and linguistic backgrounds are insufficient (Garrity & Guerra, 2015).…”