About this paper symposium

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Panel information
Panel 18. School Readiness/Childcare

Paper #1
Impact of Race, Culture, and Language on the Leadership Journeys of ECE Leaders of Color
Author information	Role
Melissa Casteel, Erikson Institute, United States	Presenting author
Xiaoli Wen, National Louis University, United States	Non-presenting author
Teri Talan, McCormick Institute for Early Childhood, United States	Non-presenting author
Joanna Skourletos, Erikson Institute, United States	Non-presenting author
Abstract
Systemic barriers contribute to low numbers of Black and brown administrators in early childhood education (ECE) programs. There has been little research, however, on the diversity of program leaders, although approximately 40% of the ECE workforce are women of color, with low wages and scarce professional growth opportunities (McLean et al., 2021) . It is a social justice imperative to include the voices of people of color in exploration of pathways to fair and equitable leadership development in ECE. This study explores how race, culture, and language impact the professional journeys of early childhood program leaders of color. Data were collected through thirteen semi-structured virtual focus groups (one was conducted in Spanish), each group was moderated by two early childhood researchers, one Black and one white. The focus groups included 65 early childhood program leaders from 19 states, Washington, DC, and Puerto Rico representing services provided in licensed centers (72%), licensed family child care homes (29%), and public schools (8%). About 70% of the programs provided Head Start or state-funded Pre-K services. By design, all participants identified as leaders of color: 66% Black/African American. 23% Hispanic, 3% American Indian/Alaska Native, 3% Asian, and 5% multiracial. Qualitative data were analyzed in NVIVO, involving identification, examination, and interpretation of themes that emerged in the transcribed textual data. Four researchers coded the data, with assistance in defining the coding themes from a national expert on early childhood leadership. The themes were developed during the coding of the first three focus groups; codes were further refined and expanded as the coding progressed. The coding team had a strong background knowledge in early childhood leadership, qualitative analysis, and was racially and culturally diverse. Findings of this study included three main themes in response to how race, culture, or language influenced the leadership journeys of participants: (1) empowering (14% of responses); (2) constraining (39% of responses); and (3) both empowering and constraining (47% of responses. Overall, the race, culture, or language of participants was more likely to have constrained than empowered their leadership journeys. Approximately half of the program leaders of color indicated that it also had an empowering impact on their professional journeys. Leaders reported being able to shift their perspectives from constrained to empowered primarily through self-awareness and advocacy in addition to core early childhood leadership competencies. This study encourages early childhood leaders of color to reflect on their professional journeys. To combat historic barriers participants reported becoming resilient through reflection, self-awareness, and advocacy. However, developing competencies of resilience in early childhood leaders of color is not sufficient; it is necessary to increase the number of leaders who reflect the cultures of the children and families served across ECE sectors and settings. To solve the problems facing early childhood education, leaders who sit at the tables informing policy decisions must represent this greater diversity (Ray, 2018). This research study suggests that the field should reflect on the strengths, assets, as well as challenges facing diverse early childhood program leaders and provide the needed resources and supports.

Paper #2
Longing for a Seat at the Table
Author information	Role
Dr. Alissa Mwenelupembe, NAEYC, United States	Presenting author
Abstract
Black women make up a large proportion of the early childhood education workforce (18% in center-based early childhood programs and 37% in home-based family child care), yet there is a gap between Black women in entry level positions and in seats of leadership (Race Wage Gap, 2020). This is often linked to lack of educational opportunities for Black women compared to their white counterparts (Workman et. al., 2018). The underrepresentation of Black women in early childhood education leadership positions is a critical issue for the profession and for the children and families it serves. While there have been studies conducted about how race intersects with professional growth and development, no such study has been conducted specific to early childhood education. The topic is critical at this time because of the ongoing attacks against diversity, equity and inclusion which could lead to further isolation of Black women, moving them even further away from potential leadership opportunities. In addition, the role of gender in the professional growth of educators is largely untapped in research, although early childhood education has been a historically female profession. The purpose of this study is to analyze the stories of four Black women who have navigated the career ladder in early childhood education. With the use of narrative inquiry, this study aims to provide first-hand accounts of Black women who have experienced race and gender biases in their professional journey. The participants told the story of how they found their seat at the table. The main research questions of this study are: (1) What experiences do Black women have as they navigate the career ladder in the early childhood education profession? (2) What is the role of mentorship in Black women’s early childhood career trajectory? (3) What role do white women play in the advancement of Black women in early childhood education? The study was guided by critical race theory as described by Richard Delgado and Jean Stefancic (2000) as well as feminist theory to understand what role race and/or gender play in the career progression of Black women. The data were collected using written narratives, supplemented by individual interviews and a focus group. The narratives and focus group transcripts were analyzed using the deductive coding technique as described by Johnny Saldaña (2021), and the major themes of the stories were identified. The identified themes include: agency, identity, family support, peers, white women, self-worth, higher education, and adversity. The study has implication in how to advance equity in early childhood leadership and make room for new voices to join the conversation. In order for Black women to have greater opportunities for leadership, systems must invite their engagement and provide opportunities for their contribution.

Paper #3
Building a Unified and Equitable Professional Framework for Early Childhood Program Leadership
Author information	Role
Dr. Xiaoli Wen, Ph.D., National Louis University, United States	Presenting author
Teri Talan, McCormick Institute for Early Childhood, United States	Non-presenting author
Joanna Skourletos, Erikson Institute, United States	Non-presenting author
Melissa Casteel, Erikson Institute, United States	Non-presenting author
Marina Magid, National Louis University, United States	Non-presenting author
Abstract
Early childhood program leaders serve as gatekeepers of quality services for young children (Doromal & Markowitz, 2023). Despite their crucial role, early childhood leaders remains significantly understudied (Douglass, 2019; Kirby et al., 2021). the challenges are further compounded by the global pandemic, social upheaval, and structural racism. In the first phase of a grant-funded project, five consensus recommendations emerged regarding the development of a unified professional framework for early childhood program leadership based on interviews with diverse but predominantly while leaders. This second phase of study explores the racial equity impact of the five recommendations, identifying challenges and supports. Data were collected through 13 semi-structured, virtual focus groups, supplemented with a post-survey. Sixty-five early childhood program leaders of color, located in 19 states, Washington, DC, and Puerto Rico, participated in the study. They represented center-based (72%), home-based (29%), and school-based early learning settings. Many of the leaders were from Head Start or state-funded PreK (72%). The racial distribution included Black/African-American (66%), Hispanic (3%), Asian (3%), Native American (3%), and multiracial (5%).Qualitative data coding was conducted using NVIVO software. Data analysis involved the identification, examination, and interpretation of themes emerging from transcribed textual data. Themes were identified by the research team, and the meaning of the data was negotiated among researchers until consensus agreements were reached. ECE leaders of color expressed broad agreement with the five consensus recommendations made by a nationally representative group of diverse, but predominantly white participants. Support for the recommendations was even stronger when additional resources and supports were provided. However, Recommendation 3, calling for a minimum of a bachelor's degree for ECE program leaders, received mixed responses, especially with concerns about pressure on family child care providers and potential exclusion of competent leaders who do not meet the bachelor's degree requirement. While consensus was reached that all ECE program leaders need a degree, consensus on the degree level (AA or BA) or concentration (early childhood education or program administration/ leadership) was not reached. This pioneering study explores the extent to which ECE leaders of color support recommendations to advance a unified professional framework for leaders inclusive of school principals, child care center directors, and licensed family child care providers. It also identifies equitable pathways to recognize and reward achievement of leadership competencies with next steps for planning, decision-making, and policy. An important implication of this research is that leaders of color want equitable opportunities and supports for profession achievement, not lowered quality standards or siloed professional preparation policies.

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