Capstone Project Title
Jennifer Carlson, Kelly Killorn, and Andreas Schramm
Early childhood education represents both a significant and formative moment in a child’s entry into the K-12 education system. While preschool children learn from well-meaning educators, inequities persist in kindergarten readiness outcomes for Black children. Some of the most saliently known disparities include the preschool to prison pipeline (i.e., discipline and suspension practices), poverty, and literacy rates. The Capstone Project sought to answer the research question: How might teacher preparation utilize an asset-based approach to reduce bias in Kindergarten readiness for Black children in lower socioeconomic status households? Explored were effective instructional and curriculum practices to increase learner engagement, empowerment, and belonging. The findings included practical tools incorporating anti-bias curriculum, culturally responsive pedagogy, and multicultural literature. For educators resolved to drive system change, featured is an interactive professional development website including a six-step learning experience offering evidence-based ways to advance Black children academically and socially utilizing an asset-based approach. Key words: African-American, Anti-Bias Curriculum, Asset-based, Bias, Black, Children, Critical Race Theory, Culture, Culturally Responsive Pedagogy, Deficit, Early Childhood Education, Kindergarten Readiness, Multicultural Literature, Preschool, Professional Development, Racial Equity, Website.
website creation AND professional development
Early Childhood, Multicultural Education, Social Justice, Staff Development
McQuirter, Jocelyn, "Asset-Based Kindergarten Readiness For Black Children In Preschool And The Implications For Racial Equity" (2021). School of Education Student Capstone Projects. 624.
School of Education Student Capstone Projects