Early Childhood Experiences of Black Children in a Diverse Midwestern Suburb

Abstract

This paper is an extension of a study focused on a small, suburban school district approximately 15 miles outside of Chicago, Illinois, situated in a uniquely diverse community with a host of racial, socioeconomic, linguistic identities. Despite the fact that 95% of its 2016–2017 kindergarten class had some form of preschool experience, gaps were observed in kindergarten readiness between Black and White students, leading to achievement gaps in later years. Consequently, the district has directed its focus on enhancing the levels of equity among its students. The original mixed-methods study explored potential factors of this readiness gap, including the types of services rendered by early education providers and access to high-quality early childhood education in the community. This paper narrows its focus to the experience of Black early learners in this district, particularly as it relates to their preschool experiences and special education rates. Qualitative interviews illuminated the following themes: (1) low levels of readiness and disproportionate special education service identification of Black students; (2) minimal socioeconomic and racial diversity in the community’s private preschools; (3) few opportunities for special education services or financial support at private preschools; (4) high rates of minority students attending home-based childcare instead of formal preschool; and (5) differing approaches to family engagement and curriculum between the private schools and the district center. More research and community engagement is needed to fully explore the population of Black students with special needs and those who are not receiving formal childcare prior to enrolling in school.