Poster #68 - Barriers to Accessing Higher Education for Early Childhood Educators

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

Early childhood (EC) educators in high quality centers who are well educated and trained are more consistent with higher quality care, and have improved child developmental and academic outcomes, especially children from low income areas (Whitebook, Phillips, & Howes, 2014). However, the majority of EC educators are earning poverty wages, given little compensation, and low support to attain higher education (Whitebook, McLean, & Austin, 2016). In this poster, we use mixed methods to identify early childhood teachers’ barriers in accessing higher education residing in a low income county.

Participants are 373 EC center-based teachers, directors, and family care providers. Data are currently available for 121 EC teachers (117 female). Teacher age ranged from 19 to 69, (M= 30 years old). Teacher education included: 30.6% no degree earned, 33.3% an associate’s degree in early childhood or child development, and 13.9% an associate’s degree in another field. 60.8% of our participants reported being ethnic minorities (Hispanic/Latino = 44.6%). 85% of participants reported their salary was not enough to make ends meet.
The Early Childhood Educator Barriers to Higher Education Survey consists of 62 items (multiple choice, Likert scale, and open-ended response questions) (partially adapted from NC Child Care Services Association, 2015). Four Barriers to Higher Education Scales were developed following an extensive literature review and focused on areas of potential barriers social support, financial/time, practical supports, and academic ability beliefs using a 5-point Likert scale (1= strongly disagree to 5=strongly agree); all scales had acceptable reliability (α < .75). The open-ended question “What kind of support do you need that would allow you to hit the "submit" button on a college application?” was coded to identify themes (Interrater reliability = 85%).

Participants reported Financial/time restraints as the largest barrier to accessing higher education (M=3.04) and lack of social support as the smallest (M=1.83). Financial and Time barriers included: not being able to afford child care, transportation, lack of flexibility in work schedule, not able to afford tuition to attend courses. Similar findings were evident in the themes identified from the open-ended question (Interrater Reliability= 90%). To “press” the submit button on a college application 50% of participants stated a financial and/or time barrier needed to be addressed. For example, “money” and “financial” were used 26 times, such as “financial support, less hours at work & more for school” and “help with childcare…financial aid and flexible night classes so I can continue work” were consistent across responses.

Findings suggest EC teachers reported a lack of financial and time supports as a barrier to attaining higher education in this low income county. This may reflect that if EC teachers in the sample are not able to make ends meet it is difficult to consider higher education. Upon completion, interviews will be coded for common themes related to barriers to higher education and will be included. Specific strategies that a consortium of higher education institutions developed to address the barriers identified by participants in this sample will be described in the poster.

Authors

• Amy Van Schagen, California State University, San Bernardino
  Presenting Author

• Kristina Simon, California State University, San Bernardino
  Non-Presenting Author

• Victoria Young, California State University, San Bernardino
  Non-Presenting Author

• Heather Jennifer Carrasco, California State University, San Bernardino
  Non-Presenting Author

• Tara O'Malley, California State University, San Bernardino
  Non-Presenting Author

• Amanda Bain, California State University, San Bernardino
  Non-Presenting Author

• Karina Ventura, California State University, San Bernardino
  Non-Presenting Author

• Daniella Lockhart, California State University, San Bernardino
  Non-Presenting Author