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“Growing Our Own”: A Mixed Methods Study of Black Youths in High School Early Childhood Education Career Pathway Programs

The overarching purpose of this study is to describe the academic experiences and racial/cultural identities of Black youths studying early childhood education in non-selective high school career pathway programs in one state, to determine their technical skills and professional dispositions and to infer how they may be shaped by academic, racial/cultural, and other factors.

Abstract

Race and culture play a prominent role in the early care and education experiences of young Black children. While structural racism regularly pre-determines the realities of early care and education inequality, a lack of cultural responsiveness on the part of educators severely limits the effectiveness of teaching and the quality of care provided to our nation’s youngest Black population.

These enduring challenges signal the need to build viable high school career pathway programs (CPPs) for future Black teachers of early childhood education (ECE). High school CPPs, often called “Grow Your Own” programs, are described in the literature as “viable pathways for addressing shortages and increasing the racial/ethnic diversity of teachers” (Gist, Bianco, & Lynn, 2019, p. 13). The purposes of ECE CPPs are multifaceted (Faison & Harris, 2021). To varying degrees, they include opportunities for youths to develop a mission-driven purpose for teaching, demystify the college experience, develop workforce preparation and readiness for ECE, or take ECE courses for college credit (Gist, Bianco, & Lynn, 2019). CPPs that target high school youths are distinct from alternative teacher certification models in that they recruit future teachers for university-based teacher preparation through pre-collegiate programs (with elementary, middle, and high school youths).

These programs also fall in two categories:

  • Selective programs (for high-achieving youths with minimum GPA or other entrance requirements)
  • Non-selective programs

The overarching purpose of this study is to describe the academic experiences and racial/cultural identities of Black youths studying ECE in non-selective high school CPPs in one state, to determine their technical skills and professional dispositions in ECE practicum sites, and to infer how their technical skills and professional dispositions may be shaped by academic, racial/cultural, and other factors. Additionally, the project considers ways to leverage participants’ identities, technical skills, and dispositions in the implementation of ECE preparation that is responsive to the unique perspectives and needs of Black youths.

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