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- All Subjects: Sex discrimination in education--United States.
- Creators: Bailey, Marlon
- Creators: Martin, Carol L.
Description
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. Ultimately, this paper argues that in order for labor equality to be reached in the field there must be a reexamination of the social organization of care (Glenn, 2000).
ContributorsStrelevitz, Taylor (Author) / Swadener, Beth (Thesis advisor) / Bailey, Marlon (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2017
Description
A preliminary critical ethnographic study was conducted to garner Punjabi Sikh U.S. young adults’ understandings and experiences with their cultural, religious, gender, and sexual identity development. Nine participants from King County, Washington were interviewed and engaged in a weeklong self-reflective journal writing activity. This data was then analyzed alongside existing scholarship. This study indicates that participants experience challenges in navigating their bicultural identity, grappling with the historical and present trauma their communities endure. Additionally, to navigate such challenges, Punjabi Sikh U.S. young adults invoke various methods to negotiate their various cultures, identities, and desires, and remain resilient.
ContributorsSahota, Komalpreet Kaur (Author) / Nakagawa, Kathryn (Thesis advisor) / Shabazz, Rashad (Thesis advisor) / Bailey, Marlon (Committee member) / Arizona State University (Publisher)
Created2019
Description
Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study 2 involved semi-structured teacher interviews, naturalistic observations of teacher-child classroom interactions, audio-recorded book reading activities, and observations of the classroom environment (e.g., classroom toys, posters). Findings from both studies indicate that educators feel more comfortable and skilled at addressing gender than race in their classrooms. Findings also indicate that there are discrepancies between educators’ beliefs and classroom practices with regard to race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for teacher professional development, are addressed.
ContributorsFarago, Flora (Author) / Swadener, Beth Blue (Thesis advisor) / Martin, Carol L. (Committee member) / Shivers, Eva Marie (Committee member) / Nakagawa, Kathyrn (Committee member) / Arizona State University (Publisher)
Created2016