Immigrant Families and Access to Early Childhood Education
Introduction by: Sophia Rodriguez, New York University
Guest Blogger: Lisa Lopez-Escobar, University of Maryland, College Park
October 25, 2024
I am thrilled to be writing you from our new institutional home, Steinhardt's School of Culture, Education, and Human Development at New York University. It has been a few months but we are very excited to have the ImmigrantEdNext Research Lab up and running and have welcomed a few new members to the team at NYU, which you you can see on my website: https://www.immigrantednextsophiarodriguezphd.com/
It's been an exciting month as I have had the chance to present research about Latinx immigrant youth belonging on Capitol Hill in September 2024, which you can read about on ImmigrantEdNext as well. The research briefing was also covered in an article in Education Week, entitled: What Works to Help Students of Color Feel Like They Belong at School.
I also had the chance to write a piece for Chalkbeat based on my decade of research, teaching, and organizing with immigrant youth, entitled: For many immigrant students, school is their one safe place.
I am excited to share a new line-up of blogs from a range of researchers, including graduate students, early career and senior scholars this academic year. I look forward to continuing the conversation about immigrant educational and social equity as we move into this important election year, and am excited to share research on a more regular basis in the coming months.
To kick off, lab member and doctoral candidate, Lisa Lopez-Escobar from University of Maryland, College Park shares her research on how immigrant children and families access early childhood educational opportunities and provides recommendations for federal, state, and local entitites to better serve this population in her black this week, entitled: "Immigrant Families and Access to Early Childhood Education."
We welcome additional comments and reflections, please email us at: sophia.rodriguez@nyu.edu or through the ImmigrantEdNext website.
By Lisa Lopez-Escobar
As we enter another election cycle, immigration is once again being wielded as a political tool, with much of the focus on border security. But what about the immigrant families already living in our communities? Despite frequent claims from both sides of the political spectrum about being "pro-family," immigrant families often remain excluded in these conversations. The political discourse tends to center around a "standard" family narrative, leaving diverse immigrant families overlooked. This exclusion extends to critical areas of support, such as education, where the needs of these families are rarely addressed. For their young children, the impact of this oversight is profound, especially when it comes to early childhood education (ECE).
Research is clear: early learning is crucial for long-term success. Yet, immigrant families face unique challenges that prevent them from accessing the high-quality early childhood education their children need to thrive. In this post, we’ll explore these barriers and share practical recommendations to ensure that all children, regardless of their background, have access to the same opportunities.
Disparities and Barriers to Access
Immigrant families use early childhood services at much lower rates than their native-born counterparts. For instance, only 66% of immigrant four-year-olds are enrolled in center-based care, compared to 75% of non-immigrant children. This disparity is even more pronounced for younger children, as 53% of immigrant families with children under age three rely on informal Family, Friend, and Neighbor (FFN) care, compared to 37% of native-born families. While FFN care is often trusted and culturally familiar, it tends to be less structured and regulated than formal center-based programs. Many immigrant families turn to relatives, such as grandparents, for child care, valuing the cultural connection and flexibility. However, when they do enroll their children in center-based programs, the quality of care often falls short. Studies from California show that immigrant children receive subpar care compared to their non-immigrant peers, largely due to language barriers and a lack of culturally competent services.
The obstacles immigrant families face in accessing early childhood education are numerous and deeply intertwined; everything from language barriers to financial instability and lack of community resources. The U.S. education system can be overwhelming for immigrant families. Navigating applications, understanding eligibility requirements, and finding resources is a daunting task, especially for parents with limited English proficiency. Language barriers and insufficient translation services leave many parents unsure of where to begin. Even when they do find the information, the cost of childcare can be prohibitive, as many immigrant families live in low-income households. Cultural differences further complicate access, making it difficult for immigrant families to find programs that align with their values. This sense of isolation leaves many feeling unsupported and disconnected from the educational system.
Additionally, a pervasive fear of deportation creates a climate of mistrust towards essential services such as government-funded programs that provide subsidies for childcare and early education, deterring many immigrant families from applying for the support they need. Families worry that enrolling their children could jeopardize their immigration status, despite the fact that these programs are open to all children regardless of status.
Recommendations for Change
The challenges immigrant families face in accessing educational resources for their children aren’t new, but that doesn’t mean they’re insurmountable. Here’s how we can begin to fix them:
Federal Investment and State-Level Engagement Initiatives: Federal investment is crucial for making child care more affordable for families. While some federal programs may exclude children based on citizenship status, states have the opportunity to assist families who meet all requirements except citizenship, as Vermont currently does. Additionally, states should develop metrics for parent engagement within their early childhood programs to ensure that immigrant families have a voice in shaping the system. This approach can be integrated into state Quality Rating Improvement Systems (QRIS) to promote accountability and enhance support for these communities.
Expand Language Access and Education Programs:The benefits of dual-language early childhood education and care programs for multilingual learners (MLs) are significant. Research shows that MLs who attend dual-language programs in pre-K and kindergarten are more likely to achieve English-language proficiency by middle school, and such early education predicts better academic outcomes and language acquisition compared to English-only education. Additionally, to better support these children, expanding language and literacy programs for immigrant parents is essential, integrating adult education with early childhood services to ease navigation. Without proper language access, programs may struggle to communicate effectively with immigrant families. Partnering with trusted, culturally specific organizations can improve outreach, providing vital information on child care applications and enrollment. Furthermore, having educators who speak the same language as families fosters trust and enhances communication about the child's development.
Enhance Outreach to Immigrant Communities: Although some federally and state-funded childcare programs for low-income communities are available regardless of a child's immigration status, confusion around eligibility rules and limited language access can hinder immigrant families from accessing these resources. Schools and early childhood programs must improve connections with immigrant families by providing information in multiple languages, partnering with trusted community organizations, and hosting events that foster trust and empower families to engage in their children’s education.
Establish a Sense of Safety: To ensure immigrant families feel secure in accessing child care services, it’s crucial to clarify that using these services will not jeopardize their immigration status. While child care-related services are not currently considered in public charge determinations, misinformation may lead immigrant parents to worry that seeking help could result in denial of a green card or visa. Establishing a sense of safety requires training school staff on immigration-related issues and providing clear communication about ICE policies to alleviate fears. Additionally, child care programs should implement policies addressing interactions with immigration enforcement, prioritizing the well-being of children in all situations.
Invest in Family, Friend, and Neighbor (FFN) care: Localities should invest more heavily in Family, Friend, and Neighbor (FFN) caregivers, who play a critical role in child care for immigrant and Dual Language Learner (DLL) families. While immigrant families heavily rely on FFN care, it remains largely unrecognized and unsupported in child care policy. Increasing public funding for FFN care, simplifying access to subsidies, and providing tailored support—such as multilingual training programs and home visiting services—can empower these caregivers to offer higher-quality care while maintaining the flexibility that immigrant families need. Expanding the visibility of FFN care in policy discussions and addressing barriers to professionalization and compensation will ensure a more equitable early childhood system for all
Future Directions
Immigrant families have been left out of the conversation for too long, and their children are missing out on the crucial early education they need to succeed. To ensure equitable access to early childhood education, policymakers and researchers must prioritize co-creation with immigrant families, actively involving them in the design and implementation of solutions. This could include community forums where parents share their hopes for their children, compensating them for their time and insights, and establishing advisory committees to facilitate ongoing dialogue. Such collaboration not only empowers families but also ensures that policies are reflective of their unique needs.
Important work in this area is already underway, exemplified by the North Carolina Division of Child Development and Early Education’s (NCDCDEE) Framework for Qualitative Data Collection and Use. This initiative, by NCDCDEE and School Readiness Consulting, seeks to deepen the Division’s understanding of community needs by gathering qualitative input from families and early childhood educators. Similar initiatives are emerging in other states, such as Minnesota, which has implemented community solution grants to address local needs, and Michigan, where early childhood programs are increasingly focusing on inclusive practices. Additionally, the federal Preschool Development Grant (PDG) has established requirements for states to conduct needs assessments that include dialogue with families, creating opportunities for co-creation and more meaningful engagement.
While significant groundwork has been laid, it’s crucial that these states move beyond data collection to foster ongoing dialogue with immigrant and non-English-speaking families. By prioritizing their explicit inclusion in these initiatives, we can ensure that the early childhood education system truly serves all families. This approach not only enhances program effectiveness but also reflects a growing recognition of the diverse needs of our communities. By adopting and adapting these practices, more states can create environments where every child has the opportunity to thrive.
Be sure to follow us or tweet about #ImmigrantEdNext
Suggested Citation*: Lopez-Escobar, Lisa P. (2024, Oct). Early access isnt' always for all: Immigrant families and early access to education. Immigrant Ed Next.
*Introduction by Sophia Rodriguez, PhD
Copyright 2022: Sophia Rodriguez, Immigrant Ed Next-All Rights Reserved
Opmerkingen