Geography, Teacher-Child Interactions, and Caregiving Attitudes in Head Start: Associations With Job Demands and Resources

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Early Educator Persistence and Turnover (Table 8)

Abstract

The conditions of teachers’ work, including the demands of their role and the resources they are able to access, are associated with teachers’ physical and psychological well-being. As such, job demands could limit their ability to establish a positive classroom environment that facilitates positive growth and development in children. Across geographic contexts (i.e., region, urban density, poverty density), school climate, resources, economic landscape, and socialization of children may vary greatly. I examine associations between geographic context, resources and demands, classroom quality, and social, emotional, and behavioral outcomes in children using data from the U.S. Department of Agriculture, the 2014-2017 cohort of the Family and Child Experiences Survey, and the 2019 National Survey of Early Care and Education.

Authors

• Briana Bostic, Johns Hopkins University

• Lieny Jeon, University of Virginia