How Parent Choice and Leadership Practices Shape Socioeconomic Diversity within Early Childhood Programs in Baltimore City

Autor/in	Demma, Rachel
Titel	How Parent Choice and Leadership Practices Shape Socioeconomic Diversity within Early Childhood Programs in Baltimore City
Quelle	In: Penn GSE Perspectives on Urban Education, 18 (2021) 2, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Urban Areas; Parent Attitudes; Child Care; Social Class; Social Values; School Choice; Leadership Styles; Socioeconomic Status; Preschool Education; Low Income Groups; Student Diversity; Access to Education; Educational Quality; Social Capital; Social Networks; Racial Bias; Poverty; Administrator Attitudes; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Elternverhalten; Kinderfürsorge; Kinderbetreuung; Social classes; Soziale Klasse; Sozialer Wert; Choice of school; Schulwahl; Führungsstil; Socio-economic status; Sozioökonomischer Status; Pre-school education; Vorschulerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Sozialkapital; Social network; Soziales Netzwerk; Racial discrimination; Rassismus; Armut
Abstract	To better understand how parent choice and program leadership foster socioeconomic diversity within community early learning programs, this in-depth case study examines two high-quality, socioeconomically diverse community early education program sites operating in Baltimore City. Key findings of this study include: (1) Despite their shared belief in its value and benefit, parents across the income continuum did not explicitly seek out enrollment in socioeconomically diverse early care and learning programs; (2) Within the two selected program sites, program recruitment and engagement approaches were neither explicit nor refined enough to appeal universally to parents across varying economic backgrounds; and (3) Both parents and leaders may struggle against their own class-based social identities and internalized value systems in enacting either the choice of program or leadership practices that drive the development of socioeconomically diverse settings. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01