Racial disparities in early care education (ECE) utilization and quality continue to persist in the United States and have considerable implications throughout the life course. This study applied a population health framework and an antiracist lens to conduct peer-led qualitative interviews (n = 20) and facilitate community synthesis and design sessions (n = 6) with parents, ECE staff, and thought leaders. The goal was to better understand: (1) the barriers to enrollment faced by Black families seeking high-quality ECE experiences and (2) potential policy and system interventions to increase access and equity. Three key themes emerged: 1) idealized notions of what Black parents wanted for their children in ECE settings diverged from their actual experiences; 2) there were significant racialized administrative burdens or hoops to jump through to access ECE; and 3) participants cited positive and negative experiences with home-visiting programs to foster child development. Black participants expressed reservations about engaging with these programs based partly on previous discriminatory experiences and/or negative first- or second-hand experiences with state-mandated home visits from social services. The findings from this study make a significant contribution to the literature on barriers to high-quality ECE programs that Black families experience and community-identified policy solutions to address disparities. The system and policy solutions to these racial disparities in ECE enrollment cocreated by parents, ECE staff and the research team are discussed.

中文翻译：

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黑人家庭接受幼儿教育的障碍，并呼吁使用同行研究人员和反种族主义镜头的定性研究提供公平的解决方案


早期护理教育 （ECE） 利用率和质量方面的种族差异在美国继续存在，并在整个生命过程中产生相当大的影响。本研究应用人口健康框架和反种族主义视角进行同伴主导的定性访谈 （n = 20），并促进与家长、ECE 工作人员和思想领袖的社区综合和设计会议 （n = 6）。目标是更好地了解：（1） 寻求高质量 ECE 体验的黑人家庭面临的入学障碍，以及 （2） 增加入学机会和公平性的潜在政策和系统干预措施。出现了三个关键主题：1） 黑人父母在 ECE 环境中希望孩子什么的理想化观念与他们的实际经历不同;2） 要获得 ECE，需要克服重大的种族化行政负担或障碍;3） 参与者引用了促进儿童发展的家访计划的积极和消极经历。黑人参与者对参与这些计划持保留态度，部分原因是由于以前的歧视性经历和/或对国家规定的社会服务家访的负面第一手或第二手经验。这项研究的结果对关于黑人家庭在获得高质量 ECE 计划方面遇到的障碍以及社区确定的解决差异的政策解决方案的文献做出了重大贡献。讨论了由家长、ECE 工作人员和研究团队共同创建的针对 ECE 入学中这些种族差异的系统和政策解决方案。