Abstract:
This qualitative study examined instructional assistants’ (IAs) and teachers’ perceptions
of culturally responsive and quality instructional practices for young children, especially those from various cultural and linguistic backgrounds and those who might have
disabilities from low socioeconomic families, in Head Start classrooms. In two focus
groups, one for instructional assistants (n = 5) and one for teachers (n=6), participants
responded to open-ended interview questions regarding their experiences and
understanding of young children, families, and personal incidents related to culturally
responsive practices and providing quality instruction for all children and families,
especially children with disabilities. Several themes emerged through a constructivist
grounded theory, critical early childhood perspective, and analytic process: children and
families, open to learning, experiences of marginalization, powerless, myth of merit, and
fear. Organizational categories— culturally responsive, children with disabilities, and perceived ability to enact each—resulted in each group’s unique definitions of each.
Themes within the organizational categories varied for IAs and teachers. Suggestions for
future research and practice within Head Start classrooms and other programs and policy
implications in early childhood education are discussed.
