A Novel Framework for Developing Equity and Justice-Centered Professional Supports for Women Early Childhood Educators

• In Event: Emerging Lessons from the COVID-19 Pandemic: Future Directions for Supporting the Early Childhood Workforce

Abstract

Introduction
The early childhood education (ECE) workforce remains at the forefront of ongoing public health and sociopolitical crises that exacerbate their long-standing struggles with racism and sexism. Research during COVID-19 highlighted the need to support educators’ mental health and wellbeing (Author et al., 2022). Though the ECE workforce is predominantly women (93%) with the highest percentage of teachers of color (26%), few existing supports are grounded in feminist and racial justice lenses (Morrison et al., 2017). Therefore, we developed a framework grounded in feminist theory and critical culturally relevant practice to provide relevant programming and immediate relief to ECE educators. Utilizing this framework, we established and piloted two support initiatives: 1) a virtual support group, and 2) a healing-centered, identity-development convening. We will showcase our framework and findings from each pilot to inform and inspire much-needed shifts in professional supports for the ECE workforce.

Present Study
We will present the overarching framework highlighting relational components. The framework will ground the development and implementation of two support pilots. In the first pilot, we co-developed a novel, 8-session virtual support group and investigated the experiences of 10 ECE leaders and two clinical social workers. In the second pilot, we co-created a full-day retreat with and for 100 Black and Latina ECE educators, to engage in communal healing. Using critical, qualitative methods, we examined their experiences of identity awareness, development, and community/family empowerment. These methods allow researchers to expose and critique the forms of inequality and discrimination operating in their everyday life/schooling.

Methods
Pilot 1. We conducted qualitative thematic analysis of artifacts (i.e., clinician post-session reflection notes) and 60-minute clinician cognitive interviews of personal experiences and interpretation of leader social-emotional development (SEL).
Pilot 2. We utilized deep qualitative research approaches (e.g., SEL focus groups, education journey mapping, interviews) with ECE educators and community partner/teacher advisors. We will use a multiphase, iterative, and reflective process to analyze the data (Braun, 2006).

Methods are grounded in Self-in-Relation theory (Surrey, 1985) which recognizes that women develop their identity through deep relationships with others. Our Self-in-Relation-to-Teaching (SiR2T; Author et al., 2020) interview supports educators in describing their cognitive processes in relation to their mental health, wellness and contributing factors. These robust qualitative tools enabled researchers to provide a space for women to voice their traumatic experiences utilizing a strength-based model. These tools are particularly useful for research with women of color.

Preliminary Findings
Pilot 1. ECE leaders were not used to immediate personalized support, but greatly benefitted and requested expanding the program.
Pilot 2. We will have findings at the time of the conference.

We expect that findings across both pilots will support that teacher’s identity development is critical to their mental health and wellness.

Implications
The development, delivery, and evaluation of professional supports for the ECE workforce must center tenets of feminism and racial justice. Findings suggest that this novel framework can create more relevant and impactful supports. Taken together, the grounding framework and pilot programs presented can greatly inform the future of professional support programming.

Group Authors

NYC Early Childhood Research Network

Author

• Vanessa Rodriguez, NYU Grossman School of Medicine
  Presenting Author