Inequities in Quality Preschool Access

• In Event: 34.034 - From Vygotsky to Critical Multiculturalism: A Call for Education Equity in San Antonio Schools

Abstract

Objectives or Purpose

This paper examines two questions: How do access and quality of preschool environments vary for children of different racial, linguistic or ethnic backgrounds as well as between low and high income families? What are the effects of that variation? For some children, starting school from behind can trap them in a cycle of continuous catch-up in their learning. As a nation, we must ensure that all children, regardless of income or race have access to high-quality preschool opportunities. This paper dissects the inequities in both access and quality of preschool experiences and discusses the importance of culturally relevant teaching pedagogy.

Perspective(s) or theoretical framework
Using a Vygotskian theoretical framework, the aspect of quality preschool experiences is evaluated. I am also using a lens of culturally responsive instruction to analyze quality. Children need to connect with their environment, teacher and the curriculum. Classroom discourse that empowers racialized and marginalized students is a critical first step in helping young children grow in identities of confidence while affirming their funds of knowledge.

Methods and Data sources
A literature review of studies examining the benefits of preschool participation and the inequities in preschool access and quality was completed. Data shows that although pre-K attendance has increased in the past four decades (from 21 percent in 1970 to 55 percent in 2013), access to high quality early childhood education varies by socioeconomic background. Economic sources were also consulted in order to define benefits of investing early, through preschool experiences rather than later.

Results and/or substantiated conclusions
Qualities of preschool settings have been shown to vary with regards to student –teacher ratio, education and training of the lead teacher, and play-based curriculums. Variations in quality can contribute to the achievement gaps that research shows already exists in kindergarten among the most vulnerable children and their more affluent counterparts. African American, Hispanic and low-income children have the lowest levels of access to high quality preschool. The educational debt that is not yet being addressed creates a cycle of experiences for racialized and marginalized children that begins tracking them in kindergarten.

Scientific or scholarly significance
Given the importance of early experiences in childhood, policy makers, educators and parents must consider the outcomes when those early experiences vary greatly. In order to ensure that all children begin kindergarten with an equal opportunity to succeed, we need to establish access to high-quality preschool programs for all children. In striving for quality, all educators must also interrogate their own beliefs and practices as they embrace issues of culture and community.

Author

• Melissa Siller, The University of Texas - San Antonio