How Do Caregivers Select Preschools? A Study of Children With and Without Disabilities

Glenn-Applegate, Katherine; Justice, Laura M.; Kaderavek, Joan N.

doi:10.1007/s10566-015-9322-1

Cited by 7 publications

(5 citation statements)

References 55 publications

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“…Alternatively, perhaps our research yielded economic penalties for men because the participants in our study were not trained professionals making hiring decisions. This distinction is important and the result applicable because preschool teachers are often interviewed and handpicked by parents (Burchinal & Nelson, ; Fuller et al, ) based on information about the school and the teachers/administration (Glenn‐Applegate, Justice, & Kaderavek, ; Grogan, ), and counselors (including social workers) are often screened by the clients with whom they work. Thus, men might face especially pronounced economic penalties in caregiving professions wherein individuals (e.g., parents, counseling patients) can choose from whom they will receive services—a possibility that is worth testing empirically.…”

Section: Discussionmentioning

confidence: 99%

Gender bias in caregiving professions: The role of perceived warmth

Halper

Cowgill

Rios

2019

J Applied Social Pyschol

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One hypothesized reason for why a disproportionately low number of men enter caregiving fields is how such men are perceived. In two studies, drawing upon the Stereotype Content Model and the lack‐of‐fit model, we tested whether men would encounter more social (e.g., likeability bias) and economic (e.g., hiring or job opportunity bias) penalties than women in caregiving professions due to perceptions that men are less warm than women. In all three studies, we created job or employment materials in which the gender of the candidate or employee was manipulated. In Study 1, a female preschool teacher received higher warmth ratings than a male preschool teacher, which in turn predicted preference for the female teacher over the male teacher. In Study 2, a female social worker was rated more highly in warmth and job hireability than a male social worker; warmth also mediated the relationships between gender and both likeability and job hireability. In Study 3, a male preschool teacher was rated lower in warmth, likeability, job hireability, and job suitability than both a female preschool teacher and a preschool teacher with an unspecified gender. There were no differences between perceived competence of men and women in caregiving positions when competence was assessed. Implications for the factors that predict adverse reactions to and penalties against men in caregiving occupations, as well as interventions to combat the potential negative effects of such penalties on men's interest in caregiving careers, are discussed.

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Section: Discussionmentioning

confidence: 99%

Gender bias in caregiving professions: The role of perceived warmth

Halper

Cowgill

Rios

2019

J Applied Social Pyschol

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“…Furthermore, the quality variables included in the ECLS-B gauge structural and process aspects of care may not fully represent the construct of quality. Glenn-Applegate and colleagues (2011; 2016) described the familial aspect of quality as a third dimension distinct from typical structural and process quality dimensions. Likewise, several sociodemographic characteristics represented in the literature were unable to be included in analyses because of extensive nonresponse by providers (e.g., licensing/accreditation).…”

Section: Discussionmentioning

confidence: 99%

Childcare Type and Quality Among Subsidy Recipients With and Without Special Needs

Sullivan

Farnsworth

Susman-Stillman

2018

Infants &Amp; Young Children

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Low-income children, particularly those with special needs, may have limited access to high quality early care experiences. Child care subsidies are intended to increase families' access to quality care, but little is known about subsidy use by children with special needs. Using a nationally representative sample of 4,000 young children who participated in the Early Childhood Longitudinal Study - Birth Cohort, we examined the types and quality of childcare received by children with and without special needs who came from subsidy eligible families. We also investigated the extent to which subsidy use and child and family sociodemographic characteristics predicted care type and quality among young children with special needs who used childcare subsidies at nine months, two years, and four years. Findings indicated that subsidies increased the use of non-parental care, mainly center-based care, as well as home-based care to a lesser extent among children with special needs relative to peers without special needs and relative to peers with special needs who did not use subsidies. However, use of subsidy did not consistently result in families with children with special needs accessing higher quality care. Sociodemographic characteristics of children, families and their context were differentially predictive of type and quality care. We discuss implications for practice and policy to foster quality early care and education of young children with special needs who are receiving subsidies.

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“…The articulated goals and values in the marketing information such as the goal to create a positive social climate expressed through safety and well-being do have a general appeal to all consumers including consumers in need of special support. Studies examining students in need of special support have found these factors to be important in the school choice decision by parents of students with disabilities (Glenn-Applegate et al, 2016; Tah, 2019). However, regarding academic goals despite being important in education, they may not necessarily appeal to consumers in need of special support when they choose schools.…”

Section: Methodsmentioning

confidence: 99%

School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

Tah

Knutes-Nyqvist

2021

Policy Futures in Education

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A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

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How Do Caregivers Select Preschools? A Study of Children With and Without Disabilities

Cited by 7 publications

References 55 publications

Gender bias in caregiving professions: The role of perceived warmth

Gender bias in caregiving professions: The role of perceived warmth

Childcare Type and Quality Among Subsidy Recipients With and Without Special Needs

School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

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