“I Feel Like This School Is Changing the Best Parts of Who She Is”: Reflections from Black Educators on Their Experiences Developing Growth-Promoting Environments for Black Girls during Early Childhood

Abstract

Recent scholarship has focused on the schooling experiences of Black boys in early childhood; however research on the experiences and outcomes of Black girls in early childhood remains virtually nonexistent. More research is needed to ensure that every Black girl excels in early childhood education. Through three reflections from Black early educators, written iteratively through a process of reflection, discussion, writing, and revision, this chapter highlights aspects of Black girls' schooling that can promote Black girls' rapidly developing social, emotional, regulatory, and moral capacities. Within each reflection, the educator's advance our understanding of culturally relevant pedagogy by showing how educators can “teach to and through” Black girls’ funds of knowledge. Additionally, the reflections highlight the powerful role schools play in the lives of Black girls, underscoring the need to more deeply investigate teacher's perceptions of Black girls in addition to the positive and the negative policies and practices enacted in classrooms. The chapter concludes with critical and timely recommendations for research, practice, and policy.

Citation

Mims, L.C., Kaler-Jones, C., Amoako Kayser, A.A. and Johns, D.J. (2022), "“I Feel Like This School Is Changing the Best Parts of Who She Is”: Reflections from Black Educators on Their Experiences Developing Growth-Promoting Environments for Black Girls during Early Childhood", Mayes, R.D., Shavers, M.C. and Moore, J.L. (Ed.) African American Young Girls and Women in PreK12 Schools and Beyond (Advances in Race and Ethnicity in Education, Vol. 8), Emerald Publishing Limited, Leeds, pp. 29-48. https://doi.org/10.1108/S2051-231720220000008002