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.

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).

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.

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

What’s Happening in Early Childhood Policy in Higher Education?

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