Diversity, Racial Equity, and Inclusion (DREI) in Early Childhood Policy

Diversity, racial equity, and inclusion (DREI) resources are a collection of materials that seek to disrupt traditional early childhood policy assumptions by highlighting diverse voices. Rather than categorize by the type of document being produced, the resources in DREI include an array of policy briefs, research reports, and academic papers germane to the topic of DREI in early childhood policy (ECP). If you are interested in learning about diverse perspectives and innovative approaches to racial equity in ECP, we invite you to explore these resources.

Recommended Readings From Our Policy Connect Colleagues:

Butler, A., Teasley, C., & Sánchez-Blanco, C. (2019). A decolonial, intersectional approach to disrupting whiteness, neoliberalism, and patriarchy in Western early childhood education and care. Handbook of theory and research in cultural studies and education, 1-18.

Capper, C. A. (2015).The 20th-year anniversary of critical race theory in education: Implications for leading to eliminate racism. Educational Administration Quarterly, 51(5), 791-833.

Coburn, K., Keating, K., & Jennings-Schaffer, J. (2022). Addressing bias and advancing equity in state policy. DC: Zero to Three.

Diem, S., Young, M. D., & Sampson, C. (2019). Where critical policy meets the politics of education: An introduction. Educational Policy, 33(1), 3-15.

Escayg, K. A. (2020). Anti‐racism in US early childhood education: Foundational principles. Sociology Compass, 14(4).

Falgout, M. K., & Gibbs, H. (Mar 23 2022). 5 strategies for equitable implementation of public investments in child care.  Center for American Progress.

Lloyd, C. M., Carlson, J., Barnett, H., Shaw, S., & Logan, D. (Sep 2021). Mary Pauper: A historical exploration of early care and education compensation, policy, and solutions. Child Trends.

Meek, S., Iruka, I. U., Dunbar, W., Williams, C., Cardona, M., Gilliam, W., Soto-Boykin, X., Alexander, B., & Catherine, E. (2022). 10 Ways the Biden Administration Can Advance Equity for Young Learners Today.

Nickelson, R. S., Wheeler, C., Brafman, S., & Dawson, K., (Mar 2022). Centering the Experiences of Black Mamas in the Workplace: How the Pregnant Workers Fairness Act Can Support Black Maternal Health. Black Mammas Matter Alliance.

Smith, L., Ehlers, C., & Rosen, S. (Feb 24 2022). Findings from BPC's Survey of American Indian/ Alaska Native Parents.  Bipartisan Policy Center.

Soto-Boykin, X., Meek, S., & Iruka, I. U. (2022). Advancing Equity through Head Start’s Program Information Report.

Souto-Manning, M., & Rabadi-Raol, A. (2018). (Re) Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42(1), 203-225.

Tucker, J. & Vogtman, J. (Mar 2022). Resilient But Not Recovered: After Two Years of the COVID-19 Crisis, Women are Still Struggling. National Women's Law Center, 1-18.

Recommended Readings From Our Advisory Committee:

Linda Espinosa,
ECPIHE Advisory Committee Member

Linda Espinosa,
ECPIHE Advisory Committee Member

Gilliam, W.S., Malik, A.A., Shafiq, M., Klotz, M., Reyes, C., Humphries, J.E., Murray, T., Elharake, J.A., Wilkinson, D. and Omer, S.B., 2021. COVID-19 transmission in US child care programs. Pediatrics, 147(1).

Louis Manfra,
ECPIHE Advisory Committee Member

Manfra, L., Squires, C., Dinehart, L. H., Bleiker, C., Hartman, S. C., & Winsler, A. (2017). Preschool writing and premathematics predict grade 3 achievement for low-income, ethnically diverse children. The Journal of Educational Research, 110(5), 528-537. DOI: 10.1080/00220671.2016.1145095

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