While much research exists examining the feminization of the field of Early Childhood Education (ECE), little has been done to examine the ways in which race and gender interact in the experiences of early childhood educators. Using gendered racial formation theory (Omi & Winant, 1994) this paper examines how cultural representations are employed by the field of ECE to produce ideal early childhood educators along both racial and gendered lines.
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- Partial requirement for: M.A., Arizona State University, 2017Note typethesis
- Includes bibliographical references (pages 34-36)Note typebibliography
- Field of study: Social and cultural pedagogy