Addressing the Provision Gap in the Recruitment and Retention of Aspiring Early Childhood Teachers

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Critical Investigations of Early Childhood Teacher Contexts and Identities (Table 38)

Abstract

This study proposes a new approach to diversifying the early childhood teacher workforce. We explore essential social system supports using capability theory to maximize the potential of aspiring female teachers of color and those from immigrant and refugee backgrounds. Research participants include 22 aspiring teachers enrolled in an urban high school. The study utilizes qualitative methods, including interviews and arts-based data-gathering tools. Findings established six distinct capabilities that aspiring teachers navigate through in the early childhood pathway. By tracing how navigating engagements such as paid work, domestic responsibilities, and limited time autonomy impact opportunities, we illustrate how high school and university partners can offer provisions to support aspiring teachers’ capabilities and bridge inequalities, leading to a more inclusive educational landscape.

Authors

• Monica Miller Marsh, Kent State University

• Iyanuoluwa Emmanuel Olalowo, Kent State University

• Jackie Ridley, Kent State University