Creating Inclusive Higher Education Spaces: A Case Study on Supporting Latina Family Child Care Educators

• In Event: Vamos a Placticar! Feminista Scholars Creating a Radical Refuge for Latina and Black Women ECE Educators

Abstract

Purpose
This proposal details a case study of a Credit-bearing Child Development Associate (CDA) micro-credential program specifically designed for thirteen Latina family child care (FCC) educators. As part of a Research-Practice-Partnership (RPP), this initiative explores how tailored educational spaces can support the professional and identity development of Latina educators, addressing their unique challenges in higher education (HE). The project aims to develop a replicable model that can serve other marginalized groups in HE, fostering inclusive and supportive learning environments.
Theoretical Framework
The study is anchored in Latino Critical Race Theory (Lat-Crit) and Latina feminist epistemology [1-2]. Lat-Crit provides a framework to understand the systemic inequities and barriers faced by Latina educators in HE, highlighting the importance of counter-storytelling in representing marginalized experiences. Latina feminist epistemology emphasizes cultural knowledge, lived experiences, and community, guiding the design of educational spaces that challenge dominant narratives. These frameworks collectively inform the creation of supportive educational environments that validate the experiences of Latina FCC educators, challenging traditional academic structures.
Methods
A participatory case study approach documents the development of this cohort model within a public HE institution. The study focuses on key questions such as: What are the necessary components for designing HE programs for Latina FCC educators? How do participants' cultural backgrounds influence their experiences within the cohort? Data collection approaches include feminista methodololgies including photovoice, testimonios, and photo-elicitation interviews, which provide visual and narrative insights into the participants' needs and experiences. These methods help uncover what is essential for Latina educators to feel a sense of belonging in HE.
Point of View
This project demonstrates how partnerships can collaboratively transform HE systems to better support Latina students. My role as a Latina scholar has shaped the design and implementation of the cohort model, serving as a form of resistance and advocacy. Through the analysis of the participants' stories and images, the research aims to develop a model that supports Latina women in HE, contributing to broader discussions on systemic change in educational institutions.
Scholarly Significance
The project holds significant scholarly value by providing insights into designing educational programs that are inclusive and responsive to the needs of marginalized groups, particularly Latina FCC providers. By documenting the process and intentional decisions behind the Latina-focused cohort model, the study offers valuable lessons for supporting students and faculty of color in HE. It presents a model for creating spaces of belonging that promote professional growth and identity development among marginalized educators. The findings have broader implications for policy and practice, offering strategies for educational institutions to better serve diverse student populations and advance social justice in education.

Author

• Cristina M. Medellin, Bank Street College of Education