Equity, Diversity, and Inclusion

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Nationwide, children of diverse racial, ethnic, cultural, socioeconomic, and linguistic backgrounds are too often viewed as challenging, "at-risk," and of limited intellectual capacity. Wide disparities in achievement bear witness to the ways in which the educational and social systems have failed those most in need of support. Historic discrimination coupled with changing demographics necessitates clear and intentional efforts to support young children who are racially and ethnically diverse in achieving their personal, academic, and economic potential. A primary mission of FPG is to generate knowledge about the social context in which children of color live, establish programs that produce positive outcomes for those children and their families, and use that knowledge to prepare caregivers and teachers to provide the best possible environments for promoting development and success.

Featured Project

The Black Infant and Toddler Equity Project aims to identify strengths-based programs and policies that support the well-being of Black parents and their infants and toddlers during the pandemic. This project will examine the policy implications related to the economic, social, and emotional impact of the pandemic on Black parents and the well-being of their infants and toddlers; develop a racial equity framework to examine policies that improve the well-being of Black parents and the well-being of their infants and toddlers, and build a pipeline for Black scholars.

Featured Program

Despite the national attention focused on addressing racial injustices, which are especially pressing for Black children and families, no discernible improvement in Black children's and other minoritized children's health, well-being, and educational outcomes has been made. There is an urgent need for a collaborative, consortium, or network of experts who can use strengths-based data to shed light on the impact of historical and contemporary racism and inequities, and the differential impacts of programs, practices, and policies. Iheoma Iruka, PhD, aims to address this through the establishment of the Equity Research Action Coalition at FPG.

Featured Publication

Start with Equity: 14 Priorities to Dismantle Systemic Racism in Early Care and Education” names 14 critical priorities to advance equity in the early care and education system. This list of policies is meant to serve as one actionable roadmap with specific recommendations targeted at federal and state policymakers. These strategies do not and cannot operate in isolation to bring about change. Together, paired with the work of families and advocates, we believe that this agenda will move the field forward closer to realizing racial equity for our youngest children.

Current Projects

The aim of this study is to delve deep into the factors that hinder or support the optimal development of children, families, and educators in Black-majority Educare schools.
The purpose of this project is to examine whether receiving direct payments through the American Rescue Plan is particularly beneficial for Black and Latine families—economically and psychologically.
The purpose of this study is to examine associations between language of instruction, student engagement, academic-self-concept, approaches to learning, student-teacher relationships, and gains in academic outcomes for students attending dual language educational settings.
The purpose of this project as part of the Equity Research Action Coalition is to identify strengths-based programs and policies that support the well-being of Black parents and their infants and toddlers during the pandemic.
The purpose of this project is to conduct a pilot study examining the impact of Family Engagement Specialists' beliefs and attitudes (e.g., bias) on their engagement with families.
The purpose of this project is to examine the relationship between implicit bias, teacher expectations, teacher–child interactions, and child outcomes. There are disparities in child discipline and development that can manifest early for poor and/or minority children and can have lasting consequences.
The Equity Research Action Coalition will co-construct with practitioners and policymakers actionable research to support the optimal development of Black children prenatally through childhood across the African diaspora using a cultural wealth framework. The coalition will focus on developing a science-based action framework to eradicate the impact of racism and poverty and all its consequences on the lives of Black children, families, and communities, and to ensure optimal health, well-being, school readiness and success, and overall excellence.
The goal of this project is to support the development of an interdisciplinary, multi-organizational research action coalition to identify anti-racist, culturally-sustaining, and asset-focused factors that ensure that Black children, their families, and communities thrive. Specific to this project is the development of a national repository/clearinghouse that provides up to date information on actionable research, practice, and policy evidence about what matters and works for Black children.
The purpose of this project is to conduct the year 1 evaluation of the ECIC Child Care Innovation Fund. Guided by a racial equity evaluation framework, the evaluation will determine how this fund influences policy changes to address racial disparities in wages and families' access to affordable, high-quality early care and education. This study will also examine facilitators and barriers to engaging in racial equity systems change.
FirstSchool is a Pre-K through third grade approach to improving early elementary school experiences for African American, Latino, and low-income children and their families.
This study examines teachers' emotional responses to children's classroom behaviors, focusing on two issues: (1) whether their responses are affected by the race of the child and (2) whether approaches to support teachers in regulating their emotions might reduce the association between teachers' emotions and punitive or negative discipline practices.