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'Having That Place to Just Be and Not Separated by What You Can Afford': A Case Study of Socioeconomic Integration at an Urban Preschool

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Title: 'Having That Place to Just Be and Not Separated by What You Can Afford': A Case Study of Socioeconomic Integration at an Urban Preschool
Language: English
Authors: Nestor, Ciara, Cavanagh, Andrew, Hamlyn-Harris, Louis
Source: School Community Journal. 2021 31(2):53-76.
Availability: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Student Diversity, Ethnic Diversity, Socioeconomic Status, Urban Schools, Early Childhood Education, Racial Bias, Ethnicity, At Risk Students, Disadvantaged Youth, Preschool Education, Parent Attitudes, Teacher Attitudes, Program Effectiveness, Inclusion, Peer Relationship, Preschool Children, Equal Education, Child Development, Faculty Development, Teaching Methods
Geographic Terms: New York (New York)
ISSN: 1059-308X
Abstract: Schools in the United States are highly segregated by socioeconomic group. Segregation is pervasive throughout all levels of the school system but particularly prevalent in early childhood environments. Increased racial/ethnic and socioeconomic diversity in classrooms and schools has been shown to lead to positive developmental and social outcomes for all students. The current article presents a case study of one urban program's experience integrating its tuition-paying and Head Start students into a single cohesive program. The program's goals in undertaking this initiative were to enhance the sense of community within the program by providing equal access to resources and to promote positive child development for all students. Data was collected by examining student assessments, surveying parents, and interviewing program staff. Key takeaways from this program's experience include: (1) combining programs with complementary theories and providing high levels of support to teachers can help to create high quality, highly diverse classrooms; (2) programs must address potential issues with integration early and by engaging stakeholders in open, honest conversations; (3) fostering relationships between children in classrooms can be accomplished by embracing the diversity in the classroom, but more targeted efforts may be necessary to create a strong community of families.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1323069
Database: ERIC
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  Data: 'Having That Place to Just Be and Not Separated by What You Can Afford': A Case Study of Socioeconomic Integration at an Urban Preschool
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  Data: <searchLink fieldCode="AR" term="%22Nestor%2C+Ciara%22">Nestor, Ciara</searchLink><br /><searchLink fieldCode="AR" term="%22Cavanagh%2C+Andrew%22">Cavanagh, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Hamlyn-Harris%2C+Louis%22">Hamlyn-Harris, Louis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Community+Journal%22"><i>School Community Journal</i></searchLink>. 2021 31(2):53-76.
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  Data: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
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  Data: 24
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  Data: Schools in the United States are highly segregated by socioeconomic group. Segregation is pervasive throughout all levels of the school system but particularly prevalent in early childhood environments. Increased racial/ethnic and socioeconomic diversity in classrooms and schools has been shown to lead to positive developmental and social outcomes for all students. The current article presents a case study of one urban program's experience integrating its tuition-paying and Head Start students into a single cohesive program. The program's goals in undertaking this initiative were to enhance the sense of community within the program by providing equal access to resources and to promote positive child development for all students. Data was collected by examining student assessments, surveying parents, and interviewing program staff. Key takeaways from this program's experience include: (1) combining programs with complementary theories and providing high levels of support to teachers can help to create high quality, highly diverse classrooms; (2) programs must address potential issues with integration early and by engaging stakeholders in open, honest conversations; (3) fostering relationships between children in classrooms can be accomplished by embracing the diversity in the classroom, but more targeted efforts may be necessary to create a strong community of families.
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  Data: 2022
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  Data: EJ1323069
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 53
    Subjects:
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Ethnic Diversity
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Racial Bias
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: 'Having That Place to Just Be and Not Separated by What You Can Afford': A Case Study of Socioeconomic Integration at an Urban Preschool
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            NameFull: Cavanagh, Andrew
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            NameFull: Hamlyn-Harris, Louis
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              Type: published
              Y: 2021
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              Value: 31
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