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Comparing Louisana and Pennslyvania Head Start Teachers\u27 Physical and Mental Health
No full textRacial disparities have been found to exist within the health care setting; this paper investigates the existence of such differences among Head Start (HS) staff in terms of health and wellness. The purpose of the study was to compare physical health indicators from a Louisiana HS sample to a previously published data set of Pennsylvania HS staff (Whitaker et al., 2013). We surveyed a predominately Black (85.6%) group of HS teachers (N = 195) using a modified questionnaire developed by a Pennsylvania research team. The responses were analyzed against a national reference and Pennsylvania group of HS teachers (Whitaker et al., 2013). Results indicated that HS teachers have a higher prevalence of health-related problems than the national sample. However, our sample of Black teachers in HS start classrooms experienced worse physical health than White women with similar characteristics (age, marital status). These results have profound implications regarding health disparities and the physical well-being of HS teachers.
Against All Odds: Reflections from a “Scary” Black Woman
No full textThis reflective essay addresses the use of sanctuaries as resistance capital, the burden of resistance, and the impacts of Black visibility within higher education from a first-year doctoral student. It addresses the concepts of identity, whiteness, and representation, and how they have shaped my experiences within a predominantly white Marianist institution that has claimed to have taken charge against racist practices. It considers my background as a first-generation college student who has felt the need to minimize myself in spaces of whiteness to adhere to white comfort and make myself more palatable. Additionally, it presents my decision, not to negotiate my Blackness and how it alters how I am viewed within these spaces. Lastly, it addresses the stereotypical notions of the “scary Black woman” and how utilizing my voice and perspective has created an atmosphere of fear for my white counterparts. Reflecting on my experiences within higher education will help to shine a light on the intersectionalities of the Black Lives Matter movement and the Black experience and how those outer movements shape how I create both resistance and a holistic approach to wholeness in an environment created for white students.
Keywords: reflection, whiteness, white privilege, sanctuary, stereotype
Educate, Empower, Encourage: Wash Day
No full textEducate, Empower, Encourage: Wash Day is a flat lay photograph that seeks to promote equity among Eurocentric likeness in historically white spaces and increase representation of Black women with natural hair. The image attempts to illustrate the similarities between the tools used for “wash day” and the tools used to eradicate natural hair discrimination. Both require a variety of processes unique in their makeup and services to achieve the desired goal.
In the Shadow of the Great White Way: Images from the Black Theatre: none
No full textProfessor Hugo Fernandez discusses his discovery of a body of photographs documenting the Black Theater. His research leads him to the story of an African American photographer who dedicated his life to preserving the history of the Black Theater, overcoming professional tragedy, publishing a compilation of the work before his untimely death
Predictors of Parent-Teacher Relationship Quality in Head Start Classrooms
No full textThe ability for parents and teachers to work together serves as a foundation for a collaborative and effective parent-teacher relationship (Clarke et al., 2009). The quality of this relationship contributes to children’s school readiness and social competence (Halgunseth et al., 2009). Identifying factors that are related to positive parent-teacher relationships in early childhood settings is necessary to support positive child outcomes. The current study aims to identify teacher characteristics that may be related to effective parent-teacher relationships by exploring predictors of parents’ comfort in disclosing family information and parents’ perceptions of their classroom teachers’ practices and responsiveness. Professional characteristics (i.e. education, training, and professional development) and demographic background has the potential to increase awareness and understanding of family backgrounds (King et al., 2003) and may predict variability in classroom practices. Such results would support future interventions and provide insight on continued professional development efforts on supporting the parent-teacher partnership
