The Lived Experiences of Childcare Stakeholders in One U.S. Context: Challenges and Possibilities

• In Event: A Critical Women of Color Feminist Analysis of Childcare: Histories, Contemporary Issues, and Futures

Abstract

In communities across the U.S., childcares serving infant to school aged children and their families, have experienced unprecedented challenges since the onslaught of Covid-19 (Kim, et al., 2021). While sector challenges have existed well before the pandemic (Polakow, 2007), providers and parents/caregivers who rely on the support of government subsidies have been especially impacted. To qualify for government sponsored childcare subsidies, parents’/caregivers’ income must fall within a specific range. While there is other criteria that can be used to determine qualification for subsidies, many families who utilize these are labeled as “low-income.” In addition to everyday challenges families may face due to economic status, when they have another aspect of their identity that is minoritized, they are more likely to experience multiple forms of social and institutional oppression. As such, the research we have conceptualized to gain an initial understanding of the childcare context in a U.S. metroplex, has employed a critical (Bloch, et al., 2003) and women of color feminist framework, which provides a lens to examine intersectionalities (Collins, 2019) and structural, disciplinary, interpersonal, and hegemonic power that produce matrices of domination (Collins, 2008). Moreover, since theories in the flesh (Moraga & Anzaldúa, 1981) have been birthed through the lived experiences of people of color, they provide situated standpoints for conceptualizing research design, methodology, and forms of analyses.

In this preliminary research, we have interviewed seventy educators, directors, assistant directors and parents/caregivers who either receive, or work with families who receive government subsidies to access childcare for children six weeks to five years of age. In our interviews with educators, directors, and assistant directors we have sought to learn about their experiences as an educator the past two years, and working in centers that support families who use childcare subsidies. We also asked them to describe how they may have felt supported as a childcare educator and what challenges they may have faced. When interviewing parents/caregivers, we were interested to learn how their needs have been supported and how they could have been better supported. We also wanted to learn about their experiences navigating the childcare subsidy system. All participants were asked what they might like research to focus on that would be beneficial to them and their communities. Emerging and overarching themes from this research are discussed in this paper, in addition to specific points of concern, struggle, and empowerment shared by the participants. This research has scholarly significance as it gives insight into the childcare context from those who have experienced it first-hand. It can also provide foundational possibilities to engage in ongoing research that is meaningful to the stakeholders most impacted by childcare inequities.

Authors

• Molly J. Doherty, University of North Texas
  Presenting Author

• Zutella Holmes, University of North Texas
  Presenting Author

• Jeonghye Nah, University of North Texas
  Presenting Author

• Kyoung Jin Kim, University of North Texas
  Presenting Author

• Ranita Cheruvu, University of North Texas
  Presenting Author