About this srcd poster session

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Panel information
Panel 7. Diversity, Equity & Social Justice

Abstract

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With the increasing diversity of the Canadian population and recent investment in the early learning and childcare (ELCC) sector, parents have increased choice in determining the provision and quality of childcare for their young children. As consumers, parents are critical stakeholders and make decisions about ELCC based on a variety of factors (Burns et al., 2022; Davidson et al., 2020). One factor that parents consider in making this decision is the alignment of values. However, most research has not examined the role of parental values, specifically how preferences for equity, diversity and inclusion (EDI) play a role in parental decisions about their child’s ELCC. Therefore, the goals of this study are to understand the influence that EDI plays in parents childcare decision-making and whether specific decisions are related to parental characteristics, such as racial and cultural identity, gender identity, whether their child has a disability, and their socioeconomic status. This mixed methods study examined the open-ended responses from 1341 families represented of the four most populated Canadian provinces (British Columbia, Alberta, Ontario, and Quebec). Thematic analyses were employed using Braun and Clarke’s six phase methodology (2006) fusing deductive and inductive approaches informed by educational literature. A mean inter-rater Kappa score of 0.92 was achieved (ranging from 0.70–0.99). The results of this study show that a majority (66.5%) of parents expressed that diverse and inclusive ELCC environments are important for them in their children’s care and education (Table 1). The stated rationale for these responses indicated that this would lead to stronger learning outcomes (13.3%), more positive social relationships (4.9%) and their overall sense of belonging in society (16.3%). In contrast, a nontrivial number of parents (7%) reported that there are no benefits to an inclusive or diverse environment and did not consider it important. Parents in this group noted that EDI was not as important as logistical constraints, such as availability of space and accessibility of location.
To uncover the relationship between parent responses and their demographic and family characteristics, a series of chi-square test and t-tests were conducted. Significantly, individuals who indicated a perception of marginalization in society generally saw the inclusion of EDI principles in the ELCC sector as of critical importance. Geographical factors also influenced responses where for example, this was more important for families in Alberta and Quebec. Similarly, there was also significant association between those who felt EDI principles were not of value and their demographics. Within the population that indicated a positive perception of EDI, there were further nuances based on socioeconomic, educational and identity status. The findings of the study suggest that EDI is largely perceived as a beneficial and an important consideration for many families across Canada when making decisions for their child’s ELCC. However, notable differences were found in the rationales of why EDI is important based on their own characteristics and identities. This study emphasis the need for investment and focus on transforming the ELCC into an equitable and inclusive sector to align with the needs of a majority of families.

Author information

Author	Role
Naheed Mukhi, University of Toronto	Presenting author
Samantha Burns, University of Toronto	Non-presenting author
Esther Yu, University of Toronto	Non-presenting author
Jesseca Perlman, University of Toronto	Non-presenting author
Kashish Kahlon, University of Waterloo	Non-presenting author
Michal Perlman, University of Toronto	Non-presenting author

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