Questioning the equitable well-being of BIPOC ECE professionals in head start.
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| Title: | Questioning the equitable well-being of BIPOC ECE professionals in head start. |
|---|---|
| Authors: | Henward, Allison Sterling1 (AUTHOR) ash55@psu.edu, Qi, Yue1 (AUTHOR) yueqi@psu.edu |
| Source: | Early Childhood Research Quarterly. 2026 2nd Quarter, Vol. 75, p97-108. 12p. |
| Subject Terms: | *Head Start programs, *Early childhood education, *Early childhood educators, Emotional labor, Standardization, Reforms, Employee well-being, Racial inequality |
| Company/Entity: | Head Start Program (U.S.) |
| Abstract: | • Video-cued multivocal ethnography highlights Head Start teachers' experiences and counternarratives. • Women of color teachers in ECEC endure and expend considerable physical, intellectual, and emotional labor in culturally appropriate ways among increasing standardization. • Such added labor was not demonstrated within the white community in this study. • This extra labor strains an already taxed workforce and impacts teachers' wellbeing. • Policy and practice changes can strengthen the workforce by centering the brilliance of BIPOC educators. Racialized disparities remain alive and well in Early Childhood Education and Care (ECEC). This article uses concepts of justice and wellness to examine the impact of increasingly standardized ECEC approaches, including the field's growing reliance on QRIS (Quality Rating Improvement System) on women of color. Drawing from a four-site ethnographic study of Head Start policy making and negotiation, we examined wellness and justice as crucial concerns among the Head Start workforce. Critical intersectional and transnational feminist labor theory frames our comparative analysis. It demonstrates that women of color must endure and expend considerable physical, intellectual, and emotional labor to combat increased standardization and ensure children's thriving and survivance. However, this degree of labor expenditure was not demonstrated within the white community. Addressing the field's adherence to large- scale commercialized curricula and quality rating systems, we offer concrete steps forward- including accounting for this inequity in policy language and, most importantly, increased pay for this unseen and unremunerated labor. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191495679 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Questioning the equitable well-being of BIPOC ECE professionals in head start. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Henward%2C+Allison+Sterling%22">Henward, Allison Sterling</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ash55@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Qi%2C+Yue%22">Qi, Yue</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yueqi@psu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2026 2nd Quarter, Vol. 75, p97-108. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+labor%22">Emotional labor</searchLink><br /><searchLink fieldCode="DE" term="%22Standardization%22">Standardization</searchLink><br /><searchLink fieldCode="DE" term="%22Reforms%22">Reforms</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+well-being%22">Employee well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Head+Start+Program+%28U%2ES%2E%29%22">Head Start Program (U.S.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • Video-cued multivocal ethnography highlights Head Start teachers' experiences and counternarratives. • Women of color teachers in ECEC endure and expend considerable physical, intellectual, and emotional labor in culturally appropriate ways among increasing standardization. • Such added labor was not demonstrated within the white community in this study. • This extra labor strains an already taxed workforce and impacts teachers' wellbeing. • Policy and practice changes can strengthen the workforce by centering the brilliance of BIPOC educators. Racialized disparities remain alive and well in Early Childhood Education and Care (ECEC). This article uses concepts of justice and wellness to examine the impact of increasingly standardized ECEC approaches, including the field's growing reliance on QRIS (Quality Rating Improvement System) on women of color. Drawing from a four-site ethnographic study of Head Start policy making and negotiation, we examined wellness and justice as crucial concerns among the Head Start workforce. Critical intersectional and transnational feminist labor theory frames our comparative analysis. It demonstrates that women of color must endure and expend considerable physical, intellectual, and emotional labor to combat increased standardization and ensure children's thriving and survivance. However, this degree of labor expenditure was not demonstrated within the white community. Addressing the field's adherence to large- scale commercialized curricula and quality rating systems, we offer concrete steps forward- including accounting for this inequity in policy language and, most importantly, increased pay for this unseen and unremunerated labor. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191495679 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.ecresq.2025.12.005 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 97 Subjects: – SubjectFull: Head Start programs Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Early childhood educators Type: general – SubjectFull: Emotional labor Type: general – SubjectFull: Standardization Type: general – SubjectFull: Reforms Type: general – SubjectFull: Employee well-being Type: general – SubjectFull: Racial inequality Type: general – SubjectFull: Head Start Program (U.S.) Type: general Titles: – TitleFull: Questioning the equitable well-being of BIPOC ECE professionals in head start. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Henward, Allison Sterling – PersonEntity: Name: NameFull: Qi, Yue IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 2nd Quarter Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08852006 Numbering: – Type: volume Value: 75 Titles: – TitleFull: Early Childhood Research Quarterly Type: main |
| ResultId | 1 |
