Understanding Early Care and Education Access for Multilingual Families: A Mixed Methods Study of Program Practices and Provider Decision-Making

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: The Impact of Social Context and Language Learning

Abstract

Multilingual families face systemic barriers to accessing early care and education (ECE) despite evidence of its developmental benefits and their disproportionate eligibility for subsidized care. This explanatory sequential mixed-methods study investigates how providers in a southwestern state understand and respond to these barriers by integrating statewide survey data (n=284) with interviews from 39 home- and center-based providers. Quantitative findings show that programs with bilingual staff and those in low-child-opportunity areas are more likely to serve multilingual children. Qualitative results confirm and highlight additional challenges including limited linguistic supports, communication barriers, and complex subsidy processes. Providers emphasized inclusive relationships and bilingual capacity as critical to enrolling and supporting multilingual families. The study underscores structural, relational investments for more equitable ECE access.

Authors

• Alain Bengochea, University of Nevada - Las Vegas

• Gerilyn Slicker, University of Nevada - Las Vegas

• Melissa Stoffers, University of Nevada - Las Vegas

• Priscila Hernandez-Anaya, University of Nevada - Las Vegas

• Leticia Delgado, University of Nevada - Las Vegas

• Emmanuel Ayitah, University of Nevada - Las Vegas

• Amanda Zapata, University of Nevada - Las Vegas