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ERIC Number: EJ1088172
Record Type: Journal
Publication Date: 2016-Jan-4
Pages: 33
Abstractor: As Provided
ISSN: EISSN-1068 2341
Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs
Adai, Jennifer Keys
Education Policy Analysis Archives, v24 n1 Jan 2016
Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Iowa; New York; Tennessee
Grant or Contract Numbers: N/A