ERIC Number: ED439787
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Labor's Role in Addressing the Child Care Crisis. Working Paper Series.
Grundy, Lea; Bell, Lissa; Firestein, Netsy
With 13.9 million members, labor unions represent more working families than any other organization in the United States. Although meeting the child care challenge is not as high a priority in some quarters of the labor movement as in others, it is still a major concern. Since the advent of new leadership in the labor movement in the mid-1990s, new union initiatives are under way to expand the quality, affordability, and availability of child care services; to increase the compensation and dignity of child care workers; and to increase parents' ability to care directly for their children. In addition to such benefits in and of themselves, union efforts on their behalf also advance labor's organizing and collective bargaining activities. During interviews, several prominent labor leaders expressed support for an active union role in improved child care services and offered detailed plans for carrying out this policy. These plans fell into three models--bottom up, top down, and outside pressure. Useful strategies in all of these models included broadening the issue, promoting child care as a right, identifying champions, setting accomplishable goals, legitimating new ideas, increasing visibility, and building coalitions. The bulk of this report consists of detailed appendices covering workplace policies won through bargaining, bargaining strategies, New York and California coalitions, action plans, and catalytic agencies. (Contains 15 references and 43 notes.) (EV)
Descriptors: Collective Bargaining, Day Care, Early Childhood Education, Employed Parents, Family Work Relationship, Labor Demands, Quality of Working Life, Unions
Foundation for Child Development, 345 East 46th Street, New York, NY 10017-3562. Tel: 212-697-3150; Fax: 212-697-2258. For full text: http://www.ffcd.org/labor.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Foundation for Child Development, New York, NY.