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Dissertation/Thesis Abstract

Teacher perspectives on raising issues of race and racism when educating young children
by Fontanella-Nothom, Oona, M.A., California State University, Long Beach, 2015, 117; 1582860
Abstract (Summary)

This qualitative research study brings to light the need for a Critical Race Theory approach to early childhood education. Ten early childhood educators were interviewed and asked about how they teach about race and racism with their students. Four major findings are identified and described within the study, Devaluing Children's Ability; Ethnic Identity and Cultural Belonging; Critical Race Turning Points; and Challenges of Teaching About Race and Racism. Critical Race Turning Points is new, innovative conceptual tool and model that describes motivations of educators that work towards positive, social justice oriented change in their teaching. Conclusions recommended in this study include: the need to for a professional organization for early childhood educators working for racial and social justice, a mandate for more consistent education levels for early childhood educators, and inclusion of topics of race, racism, and social difference in early childhood education curriculum.

Indexing (document details)
Advisor: Perez Huber, Lindsay
Commitee: Piker, Ruth, Portnoi, Laura M.
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 54/03M(E), Masters Abstracts International
Subjects: Educational sociology, Pedagogy, Early childhood education
Keywords: Anti-bias education, Critical race theory, Early childhood education, Race and racism, Social justice, Teacher pedagogy
Publication Number: 1582860
ISBN: 978-1-321-52599-1
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