Exploring the experiences of Black, low-income parents' access to quality early childhood education programs (ECE), 2023

Item — Call Number: MU Thesis Ber

Identifier: b7931817

Staff Only

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

Berry, Keon N. (1998- ) (Author, Person)
Gilbert, Nina L. (1967- ) (Thesis advisor, Person)
Pulliam, Nicole (Thesis advisor, Person)
Smith, Vernon (Thesis advisor, Person)

Language of Materials

From the Collection:

Unless noted otherwise at the resource component level, the language of the collection materials is English.

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 140 pages ; 8.5 x 11.0 inches (28 cm).

Additional Description

Abstract

This qualitative study explores the experiences of Black, low-income parents’ access to quality early childhood education (ECE) programs in Georgia. Through in-depth interviews, this study explored how income level impacts Black parents' lived experiences regarding access to quality ECE programs. Implications of this study’s findings will benefit policymakers, administrators, and decision-makers with the positional power to impact change related to access to quality ECE programs. Overall, this study may contribute to a deeper understanding of the intersectionality of race and income level in shaping access to ECE, consequently providing insights for promoting equitable education for all children.

Keywords: Early childhood education (ECE); Income level; Black parents

Partial Contents

Dedication -- Abstract -- 1. Introduction -- 2. Review of the literature -- 3. Methods -- 4. Results -- 5. Discussions, implications, & recommendations -- References -- Appendices.