The Preparedness of African American Early Childhood Administrators to Build Quality Preschool Programs

2021 ◽  
Author(s):  
LaWanda O. Wesley
Keyword(s):  
Early Childhood ◽  
African American ◽  
Preschool Programs

scholarly journals Disparity in Risk Factor Severity for Early Childhood Blood Lead among Predominantly African-American Black Children: The 1999 to 2010 US NHANES

2020 ◽  
Vol 17 (5) ◽  
pp. 1552 ◽  
Author(s):  
Deniz Yeter ◽  
Ellen C. Banks ◽  
Michael Aschner
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
African American ◽  
Risk Factor ◽  
Low Income ◽  
Racial Disparity ◽  
Blood Lead ◽  
Black Children ◽  
The United States ◽  
American Black

There is no safe detectable level of lead (Pb) in the blood of young children. In the United States, predominantly African-American Black children are exposed to more Pb and present with the highest mean blood lead levels (BLLs). However, racial disparity has not been fully examined within risk factors for early childhood Pb exposure. Therefore, we conducted secondary analysis of blood Pb determinations for 2841 US children at ages 1–5 years with citizenship examined by the cross-sectional 1999 to 2010 National Health and Nutrition Examination Survey (NHANES). The primary measures were racial disparities for continuous BLLs or an elevated BLL (EBLL) ≥5 µg/dL in selected risk factors between non-Hispanic Black children (n = 608) and both non-Hispanic White (n = 1208) or Hispanic (n = 1025) children. Selected risk factors included indoor household smoking, low income or poverty, older housing built before 1978 or 1950, low primary guardian education <12th grade/general education diploma (GED), or younger age between 1 and 3 years. Data were analyzed using a regression model corrected for risk factors and other confounding variables. Overall, Black children had an adjusted +0.83 µg/dL blood Pb (95% CI 0.65 to 1.00, p < 0.001) and a 2.8 times higher odds of having an EBLL ≥5 µg/dL (95% CI 1.9 to 3.9, p < 0.001). When stratified by risk factor group, Black children had an adjusted 0.73 to 1.41 µg/dL more blood Pb (p < 0.001 respectively) and a 1.8 to 5.6 times higher odds of having an EBLL ≥5 µg/dL (p ≤ 0.05 respectively) for every selected risk factor that was tested. For Black children nationwide, one in four residing in pre-1950 housing and one in six living in poverty presented with an EBLL ≥5 µg/dL. In conclusion, significant nationwide racial disparity in blood Pb outcomes persist for predominantly African-American Black children even after correcting for risk factors and other variables. This racial disparity further persists within housing, socio-economic, and age-related risk factors of blood Pb outcomes that are much more severe for Black children.

Deconstructing teacher quality in urban early childhood education

2018 ◽  
Vol 12 (1) ◽  
pp. 25-34
Author(s):  
Jemimah L. Young ◽  
Bettie Ray Butler ◽  
Inna N. Dolzhenko ◽  
Tameka N. Ardrey
Keyword(s):  
Early Childhood ◽  
African American ◽  
Early Childhood Education ◽  
Early Learning ◽  
Structural Quality ◽  
African American Children ◽  
Policy And Practice ◽  
Content Type ◽  
Childhood Education ◽  
American Children

Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

Maintaining the Integrity of Home Linguistic Varieties

1993 ◽  
Vol 2 (1) ◽  
pp. 11-12 ◽  
Author(s):  
Lynda R. Campbell
Keyword(s):  
Early Childhood ◽  
African American ◽  
Group Identity ◽  
Early Childhood Teachers ◽  
Self Esteem ◽  
Black English ◽  
African American Children ◽  
Speech Language Pathologists ◽  
American Children

Many young African American children use a linguistic variety commonly referred to as Black English Vernacular (BEV) that is different from the linguistic standard expected and required in schools. Maintaining students’ home linguistic varieties (as one form of communication) is important for self-esteem and self- and group-identity. Because speech-language pathologists may serve as consultants to early childhood teachers, and may also provide second dialect instruction, what are some possible practices that may lessen the possibility of jeopardizing the integrity of students’ home linguistic varieties?

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