The Handbook of Racial Equity in Early Childhood Education

Annotated Table of Contents
Chapter 1: Current Issues and Challenges
Authors: Jen Neitzel and Ebonyse Mead
The focus of this chapter is to provide an introduction and backdrop for the current inequities in early childhood, as well as the challenges and barriers that inhibit justice work in early learningprograms. Specifically, the chapter will focus on four main issues within early childhood that are directly related to racial equity: suspensions/expulsions, instructional practices, teacher-childrelationships, and lack of access to high-quality early childhood education. In addition, the authors will highlight several key barriers that inhibit the work of equity and justice work within
early learning programs: egos; siloed efforts; laws and bills; and nice white people. This chapter is intended to provide context for the rest of the book. Having a common understanding of theissues and barriers allows early childhood educators to better address racial inequities.
Chapter 2: Racial Healing as a Pathway to Equity
Authors: Ebonyse Mead and Jen Neitzel
In this chapter, the authors will discuss how racial healing serves as a pathway to equity in early childhood. We all, Black and White, have been victimized and traumatized by racism and whitesupremacy in very different ways. For Black children and families, they experience overt racism and discrimination and oppression within our nation’s various institutions. As such, they caninternalize notions of racial inferiority (e.g., shame, confusion, aspiring to whiteness). On the other hand, White children and families can absorb racial superiority in which they view their
experiences as the norm, not being aware of racism within our society unless they choose to. The authors also will discuss the four phases of racial healing: acknowledgement, engagement,atonement, and restoration. Moving through the phases is necessary if we are to heal as individuals and a society. This racial healing paves the way for achieving equity and justice inearly childhood.
Chapter 3: Creating a Shared Language
Authors: Jen Neitzel and Ebonyse Mead
In this chapter, the authors will provide explanations and a better understanding of key terms in racial equity work. It is essential that educators, administrators, and policy makers have a sharedlanguage when addressing equity and justice in early childhood. Currently, many terms are used incorrectly or interchangeably, which can serve as a barrier to collectively working towardslasting change. Key terms to be discussed include diversity, equity, inclusion, different types of racism, prejudice, discrimination, power, and oppression. When educators have a good
understanding of these key terms, they are better able to articulate and address the inequities that currently exist within early childhood.
Chapter 4: Anti-Blackness in Early Childhood
Authors: Ebonyse Mead and Devonya Govan-Hunt
This chapter defines anti-blackness and includes a discussion of the origins of anti-blackness and how it manifests in society. A discussion of how anti-blackness shows up in education isprovided and strategies to deconstruct anti-blackness in education is shared. This chapter provides reflective activities for teachers to critically think about ways to combat anti-blacknessin education.
Chapter 5: Whiteness and White Supremacy Culture
Author: Jen Neitzel
This chapter will focus on the concept of whiteness and white supremacy culture. Deconstructing whiteness individually and in early childhood should be a key focus of ongoing equity efforts.Whiteness is simply a framework for understanding society and how White people operate on a daily basis. For example, White individuals often unknowingly view their experiences as thenorm within society (e.g., success, behavior, dress, appearance, language). These notions of whiteness also exist within early learning programs in the forms of assessments and curricula
developed within a White worldview about what quality looks like. Whiteness also dictates how we view children showing respect, interacting with caregivers, and behaving. When we have abetter understanding about practices that are grounded in whiteness, we can deconstruct them and replace them with more equitable practices.
Chapter 6: Historical and Racial Trauma
Authors: Jen Neitzel, Justin Perry, and Leondra Garrett
This chapter provides a better understanding of both historical and racial trauma. The authors will focus on the social construction of race, as well as how the long and complicated history ofthe United States. Specifically, content will focus on the American Genocide, slavery, and Jim Crow. Having a better understanding of our nation’s history allows us to understand the variousbarriers that have been put in place over time and the ramifications on the mental health of Black children and families. In addition, the authors will provide content related to current day racial
trauma, including its effects on Black children and families. The chapter will end with specific strategies that can be used to address historical and racial trauma in early learning programs.
Chapter 7: Suspensions and Expulsions in Early Childhood Education
Rosemarie Allen and Walter Gilliam
This chapter will focus on the ongoing inequities in early childhood disciplinary practices. Specifically, the authors will focus on data collected by the Office of Civil Rights, U.S.Department of Education that highlighted the disproportionality in suspensions and expulsions between young Black and White children. A discussion about the specific factors that upholdthese disparities, including implicit bias, inadequate policies, and lack of ongoing professional development related to culturally responsive behavior management. The chapter will conclude
with specific strategies that can be used to address disproportionate suspensions and expulsions in classrooms and at the policy level.
Chapter 8: Inequities in Early Intervention
Author: TBD
This chapter will focus on the current equities in early intervention. For example, there are clear disparities in identification for and access to early intervention services for young Black childrenand their families. The author will discuss how to address these inequities and provide specific strategies for system leaders and practitioners that can be used to improve identification andaccess for Black children.
Chapter 9: Culturally Responsive Anti-Bias Practices
Authors: Ebonyse Mead and Tameka Ardrey
This chapter defines culturally responsive anti-bias education (CRAB) including the components and principles of CRAB. This chapter focuses on the importance of teachers embedding CRABinto the daily life of the classroom to create an equitable learning environment where all children can thrive. In this chapter, the authors discuss the need to create classrooms in which the culturalaspects of children of color are included in the learning environment. Teachers will learn how to embed culturally responsive anti-bias education into their instructional practices, includingcreating lesson plans with a focus on CRAB and developing curriculum using the principles of CRAB. Examples of CRAB activities are shared to help teachers have a working knowledge ifimplementing CRAB in the overall classroom environment.
Chapter 10: Culturally Responsive Family Engagement
Authors: Ebonyse Mead and Devonya Govan-Hunt
This chapter begins with a discussion of why traditional methods of family engagement are insufficient for families of color. A discussion of the barriers to engaging with racially andethnically diverse families follows. In this chapter, the authors will define culturally responsive family engagement and why this approach to engaging families is preferred. This chapter willhighlight the 10 Diversity Informed Tenets and how these tenets can be applied to effectively engaging racially and ethnically diverse families. Teachers will learn specific strategies forengaging racially and ethnically diverse families in early learning programs.
Chapter 11: Addressing Equity in Early Childhood Data Systems
Authors: Dore LaForrett and Iheoma Iruka
Early childhood education (ECE) programs and systems are increasingly using data collection and data systems in myriad ways to gather information about children, families, and the ECEworkforce; to understand and improve program quality; and to make decisions about ECE practices and policies. With increasing attention to advancing equity goals in ECE (NationalAssociation for the Education of Young Children [NAEYC], 2019), there are ample opportunities to use data and data systems to go beyond identifying disparities in ECE andaddress them. However, in this chapter we argue that current uses of data collection and data systems within ECE are instead exacerbating inequities, largely because they typically are notdesigned using equity-aligned approaches and goals from inception, or because the users are conditioned to adhere to the status quo rather than challenge how it reinforces inequities. As aresult, current practices lead to missing, misused, and incomplete data – especially when they do not consider the cultural wealth of children, families, and communities – which subsequently
undermine equity goals and lead to ill-informed decision-making related to practices and policies.Our goals for this chapter are to describe 1) commonly used data collection efforts and systems in ECE; 2) how misuses of data collection efforts and systems exacerbate inequities within ECE;and 3) how an equity-aligned use of data and data systems can avoid misuses that exacerbate inequities and instead dismantle inequities within the ECE field. To accomplish these goals, wewill utilize recent work on how to embed a racial equity perspective in research (e.g., Andrews et al., 2019; Nelson et al., 2020) to critically examine common uses of data and data systems inECE (e.g., classification of children and eligibility determination, suspension and expulsion decisions and reporting, portfolio vs. standardized assessment approaches, program qualityassessments) and their implications for exacerbating inequities in ECE. We also will draw from a recent to call to action for addressing 14 priorities to dismantle systemic racism in ECE (Meek etal., 2020) to illustrate the application of an equity-aligned approach to using data and data systems. We will conclude with a brief discussion of how an equity-aligned approach to data anddata systems has the potential to bring transformative change in ECE practices and policies.
Chapter 12: Positive Identity Development in Young Children
Authors: Ebonyse Mead and Aisha White
This chapter begins with a discussion of positive identity development for young children. A discussion of the importance of building a positive racial identity development to help developchildren’s social-emotional competency follows. This chapter details the negative messages children of color and Black children, in particular, receive from society (i.e., schools, books,media, etc.) about who they are including their worth, ability, etc. To counter the negative messages children of color, receive, a discussion of racial socialization is included as a method tobuild positive racial identity development. In this chapter, teachers will learn specific strategies to affirm children’s racial and ethnic identity in the classroom as well as in lesson planning.
Chapter 13: A Transformed Early Childhood System
Authors: Jen Neitzel and Ebonyse Mead
This chapter will help readers envision what a transformed early childhood system might look like. Specifically, early educators need to reframe the way we view education by placing anemphasis on the intellectual and spiritual growth of our children. In addition, early learning programs must be places for healing for all who enter – children, families, teachers, and staff. Atransformed early education system also means that we need to alter what we teach and how we teach it. This is what Dr. King referred to as a “true revolution of values” (King, 1968). As such,
policy makers will need to re-evaluate everything within the current early childhood system, including revising academic/learning standards and how we measure achievement; new curriculathat are focused on providing culturally responsive anti-bias practices; and new definitions of high-quality and ways for measuring it. A transformed early childhood system also emphasizesindividualism over collectivism, both within classrooms and programs. The chapter will end with specific strategies for early childhood educators, administrators, and policy makers to beginbringing about change within their spheres of influence.
Chapter 14: Systems Change
Author: Jen Neitzel
This chapter will help readers understand that a focus on outcomes is important; however, we must also eliminate policies, practices, and attitudes that perpetuate disparate outcomes; andenact policies and practices that address the root causes of inequity and promote better outcomes. The goal of this chapter is to provide educators with a clear path forward in achievingeducational equity through a systems change framework. Several key strategies will be provided: (1) establishing a cradle-to-career focus that provides seamless transitions from one sector to thenext; (2) developing policies to promote equity at the program- and system-level (e.g., suspension/expulsion, focus of instruction, PD requirements); (3) adapting pre-service teacherpreparation programs that place a greater emphasis on providing coursework and practicum experiences that promote equity; (4) focusing on workforce development through in-servicetraining on implicit bias, cultural awareness, effective educational practices, and trauma, followed by practice-based coaching; (5) family and community engagement; and (6) providingan infrastructure to sustain practices over time.