When Good Intentions Are Not Enough: A Response to Increasing Diversity in an Early Childhood Setting

Falconer, Renée C; Byrnes, Deborah A

doi:10.1080/02568540309595009

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…While seeking to increase the racial and cultural diversity of early childhood settings is a valuable goal, empirical studies have found that simplistic attempts to do so (i.e., in the absence of racial and cultural competence on the part of school personnel) may be unsuccessful in creating a school climate that values inclusion and diversity (Sanders & Downer, 2012). Thus, alongside efforts to increase racial/ethnic diversity, changes may also need to be made with regard to the curriculum, teacher attitudes, and school goals (Falconer & Byrnes, 2003; Sanders & Downer, 2012). Comprehensive diversity training programs that aim to increase awareness of diversity issues, heighten dialogue about such issues, and teach skills in competently interfacing with diverse families, may be helpful in changing the school climate (DeLisa & Lindenthal, 2012; Plummer, 1998).…”

Section: Discussionmentioning

confidence: 99%

Lesbian, gay, and heterosexual adoptive parents' experiences in preschool environments

Goldberg

2014

Early Childhood Research Quarterly

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Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families.

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Section: Discussionmentioning

confidence: 99%

Lesbian, gay, and heterosexual adoptive parents' experiences in preschool environments

Goldberg

2014

Early Childhood Research Quarterly

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“…Disadvantaged students in poor schools are taught to accept authority, cope with evaluation and do a good work. Advantaged students are taught to be creative, engage in independent study and take a leadership role (Bourdieu, 1993;Falconer and Byrnes, 2003;Gracey, 1972).…”

Section: Rows Columnsmentioning

confidence: 99%

Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India.pdf

Sinha¹

2019

Preprint

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The present paper seeks to identify the social representations of the family and school contribution in students' academic achievement. Earlier studies have taken family and school contribution in terms of taken for granted causal factors but how they are embedded in our everyday understanding and interactions may provide an alternative perspective. The qualitative methodology of content and correspondence analysis of categorical data derived from interviews and written responses from parents, teachers and students are utilized. It is discussed that family and school contributions are not just representations as portrayed in the dominant theories but its notions depend upon the identities and roles people are conscious.However, people think in a context which may further have shaped by the interaction patterns, so, social representations becomes not some stagnant appropriations but crosses the boundaries of mainstream understanding. Thus family and school contributions comprise multidimensional pictures and diversified meanings which are not particularly dependent upon the given or generally expected notions of family and school contributions to academic achievement.

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Section: Rows Columnsmentioning

confidence: 99%

Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India

Sinha¹

2019

Preprint

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<p>The present paper seeks to identify the social representations of the family and school contribution in students’ academic achievement. Earlier studies have taken family and school contribution in terms of taken for granted causal factors but how they are embedded in our everyday understanding and interactions may provide an alternative perspective. The qualitative methodology of content and correspondence analysis of categorical data derived from interviews and written responses from parents, teachers and students are utilized. It is discussed that family and school contributions are not just representations as portrayed in the dominant theories but its notions depend upon the identities and roles people are conscious. However, people think in a context which may further have shaped by the interaction patterns, so, social representations becomes not some stagnant appropriations but crosses the boundaries of mainstream understanding. Thus family and school contributions comprise multidimensional pictures and diversified meanings which are not particularly dependent upon the given or generally expected notions of family and school contributions to academic achievement. <i></i></p>

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When Good Intentions Are Not Enough: A Response to Increasing Diversity in an Early Childhood Setting

Cited by 7 publications

References 14 publications

Lesbian, gay, and heterosexual adoptive parents' experiences in preschool environments

Lesbian, gay, and heterosexual adoptive parents' experiences in preschool environments

Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India.pdf

Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India

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