Generations of Care: Unlisted Home-Based Care Givers Describe the Policies They Need

• In Event: Beyond Degrees: Making Space and Policies for Generational Knowledge in the Early Childhood Care and Education Workforce

Abstract

Objective
Unlisted, home-based workers are a vital yet often overlooked part of the early care and education (ECE) system. They comprise 76% of the ECE workforce, and nearly half of all children under age five in non-parental care are cared for by these providers (NSECE Project Team, 2015; Paschall et al., 2020). Despite their prevalence, they are routinely excluded from professional development and support systems that focus on licensed, center-based care. Many of these caregivers have learned to care for young children by watching the women in their families do this work. They describe caregiving as something their families have done for generations, caring for children within their households and communities. Improving outcomes for young children requires recognizing the contributions of unlisted home-based workers, valuing the generational knowledge and culture they pass on to children, and ensuring they have access to supports that build on their strengths and caregiving skills. This study uses interviews and focus groups with English- and Spanish-speaking caregivers to highlight their needs, perspectives, and policy recommendations.
Theoretical Framework
This study is guided by Black feminist theory (Collins, 1996), which centers the lived experiences of Black women at the intersections of race, gender, and class to critique and improve structural systems. Historically, the entry of middle-class women into the workforce relied on transferring child care duties to women from marginalized groups (Tuominen, 2003). This dynamic persists in public policy, where center-based providers receive more support and resources, while home-based workers—often women of color—are under-resourced (ACF, 2020_B). Black feminist theory suggests that marginalized women, as “outsiders within,” have essential insights for transforming unjust systems (Collins, 1986). This study values unlisted home-based providers as experts in their field and centers their voices to inform supportive programs and policies.
Methods and Data Sources
This study applies the Resident-led Research Policy and Power (RRPP) framework (Author, 2022), a five-part, community-based method, to explore: 1)Their goals for working with young children; 2)Their strengths in achieving those goals; 3)The changes they need to succeed; 4) Their measures for tracking progress; 5) How they wish to advocate for their work.
Scholarly and Policy Significance
This study elevates a marginalized segment of the ECE workforce, offering data-driven insights and community-informed recommendations to guide policies that support unlisted home-based providers in their essential caregiving roles.
Citations
Collins, P. H. (1996). What's in a name? Womanism, Black feminism, and beyond. The black scholar, 26(1), 9-17.
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social problems, 33(6), s14-s32.
Author (2022)
Paschall, K., Madill, R., & Halle, T. (2020). Professional characteristics of the early care and education workforce: Descriptions by race, ethnicity, languages spoken, and nativity status. Washington, DC: HHS, ACF, OPRE.

Author

• Zoelene Hill, New York Academy of Medicine