'Having That Place to Just Be and Not Separated by What You Can Afford': A Case Study of Socioeconomic Integration at an Urban Preschool

Y

24

Student Diversity; Ethnic Diversity; Socioeconomic Status; Urban Schools; Early Childhood Education; Racial Bias; Ethnicity; At Risk Students; Disadvantaged Youth; Preschool Education; Parent Attitudes; Teacher Attitudes; Program Effectiveness; Inclusion; Peer Relationship; Preschool Children; Equal Education; Child Development; Faculty Development; Teaching Methods

1059-308X

Schools in the United States are highly segregated by socioeconomic group. Segregation is pervasive throughout all levels of the school system but particularly prevalent in early childhood environments. Increased racial/ethnic and socioeconomic diversity in classrooms and schools has been shown to lead to positive developmental and social outcomes for all students. The current article presents a case study of one urban program's experience integrating its tuition-paying and Head Start students into a single cohesive program. The program's goals in undertaking this initiative were to enhance the sense of community within the program by providing equal access to resources and to promote positive child development for all students. Data was collected by examining student assessments, surveying parents, and interviewing program staff. Key takeaways from this program's experience include: (1) combining programs with complementary theories and providing high levels of support to teachers can help to create high quality, highly diverse classrooms; (2) programs must address potential issues with integration early and by engaging stakeholders in open, honest conversations; (3) fostering relationships between children in classrooms can be accomplished by embracing the diversity in the classroom, but more targeted efforts may be necessary to create a strong community of families.

As Provided

2022

EJ1323069