Percepciones de la calidad y el bienestar del aula entre las maestras negras de niños pequeños

Autores/as

DOI:

https://doi.org/10.14507/epaa.29.5964

Palabras clave:

Educación de la primera infancia, Maestras negras, el bienestar de las maestras, calidad de maestra femenina, Investigación de grupos focales

Resumen

Las preocupaciones sobre la eficacia preescolar han llevado cada vez más a cambios en las políticas de educación de la primera infancia centrados en la calidad de los docentes. Si bien estas reformas pretenden garantizar el bienestar educativo de los niños, rara vez consideran el impacto que las políticas tienen en los maestros. Además, el trabajo de cuidado infantil es una profesión feminizada con distintas experiencias sociales en función de la raza y la clase. Las mujeres negras que son maestras de cuidado infantil temprano viven en la pobreza a tasas desproporcionadas a sus contrapartes blancas. A través de la investigación de grupos focales feministas negros, este documento documenta las percepciones de los mandatos de calidad de la educación de la primera infancia en Georgia y su impacto en el bienestar de 44 maestras negras de bebés, niños pequeños y preescolares. Los hallazgos sugieren que el llamado a la calidad complica el trabajo de los maestros negros, agrega un estrés financiero y emocional indebido que afecta su bienestar e interrumpe la dinámica personal con sus seres queridos. El documento pide un apoyo estructural antirracista y antisexista para interrumpir tanto los factores estresantes impuestos por el campo como los procesos sociohistóricos que devalúan el trabajo de las mujeres negras con los niños.

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Biografía del autor/a

Erica B. Edwards, Wayne State University

Erica B. Edwards, Ph.D., is an assistant professor of educational leadership and policy studies in the College of Education at Wayne State University. Her research focuses on the educational experiences of Black women and girls. Considering the central ideological role of popular culture in processes of racialization, gendering, and sexuality, Erica also writes about the educative value of television, film, and music from an intersectional perspective. She is the co-author of the book Intersectional Analysis of Popular Culture Texts: Clarity in the Matrix and has published in such journals as the International Journal of Qualitative Studies in Education, Educational Policy, and Equity and Excellence in Education.

Nicole Patton Terry, Florida State University

Nicole Patton Terry, Ph.D., is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research, and Deputy Director of the Regional Education Lab—Southeast at Florida State University (FSU). She founded and directs The Village at FCRR, a division that takes a collective impact approach to creating and maintaining research partnerships with diverse community stakeholders to promote reading achievement, school readiness, and school success among vulnerable children and youth. She current serves as Associate Editor for the Journal of Learning Disabilities, a board member for the Society for the Scientific Study of Reading, and a fellow of the American Speech-Language-Hearing Association.

Gary Bingham, Georgia State University

Gary Bingham is a professor in the Department of Early Childhood and Elementary Education at Georgia State University. He received his Ph.D. in child development and family studies from Purdue University. His research examines home and school factors that contribute to the academic achievement of culturally and linguistically diverse children. Specifically, his research seeks to discover how high-quality adult-child interactions (i.e., emotionally and instructionally sensitive interactions) within the home and at school influence young children’s literacy and language development. His research also examines factors that contribute to these high-quality adult-child interactions, particularly with regard to writing, reading and language facilitation.

Jeremy L. Singer, Wayne State University

Jeremy Singer is a doctoral candidate in educational leadership and policy studies at Wayne State University’s College of Education, and a research assistant for the Detroit Education Research Partnership. He is interested in the intersections of geography, class, race, and educational policy.

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Publicado

2021-04-26

Cómo citar

Edwards, E. B., Patton Terry, N., Bingham, G., & Singer, J. L. (2021). Percepciones de la calidad y el bienestar del aula entre las maestras negras de niños pequeños. Archivos Analíticos De Políticas Educativas, 29, 56. https://doi.org/10.14507/epaa.29.5964

Número

Vol. 29 (2021)

Sección

Articles