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Perceptions of Classroom Quality and Well-Being among Black Women Teachers of Young Children

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Title: Perceptions of Classroom Quality and Well-Being among Black Women Teachers of Young Children
Language: English
Authors: Edwards, Erica B. (ORCID 0000-0001-9871-1991), Terry, Nicole Patton (ORCID 0000-0002-4564-9394), Bingham, Gary (ORCID 0000-0003-1266-1407), Singer, Jeremy L. (ORCID 0000-0002-2666-2972)
Source: Education Policy Analysis Archives. Apr 2021 29(56).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: African American Teachers, Women Faculty, Teacher Attitudes, Early Childhood Teachers, Educational Quality, Well Being, Early Childhood Education
Geographic Terms: Georgia
ISSN: 1068-2341
Abstract: Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children's educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and preschool age children. Findings suggest that the call for quality complicates Black teachers' work, adds undue financial and emotional stress that takes a toll on their well-being, and interrupts personal dynamics with their loved ones. The paper calls for antiracist and antisexist structural support to interrupt both the stressors exacted by the field and the sociohistorical processes devaluing Black women's work with children.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322649
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Edwards%2C+Erica+B%2E%22">Edwards, Erica B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9871-1991">0000-0001-9871-1991</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terry%2C+Nicole+Patton%22">Terry, Nicole Patton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4564-9394">0000-0002-4564-9394</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bingham%2C+Gary%22">Bingham, Gary</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1266-1407">0000-0003-1266-1407</externalLink>)<br /><searchLink fieldCode="AR" term="%22Singer%2C+Jeremy+L%2E%22">Singer, Jeremy L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2666-2972">0000-0002-2666-2972</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. Apr 2021 29(56).
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Faculty%22">Women Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
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  Data: 1068-2341
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  Data: Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children's educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and preschool age children. Findings suggest that the call for quality complicates Black teachers' work, adds undue financial and emotional stress that takes a toll on their well-being, and interrupts personal dynamics with their loved ones. The paper calls for antiracist and antisexist structural support to interrupt both the stressors exacted by the field and the sociohistorical processes devaluing Black women's work with children.
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      – Text: English
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      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: African American Teachers
        Type: general
      – SubjectFull: Women Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Georgia
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      – TitleFull: Perceptions of Classroom Quality and Well-Being among Black Women Teachers of Young Children
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