Understanding the Work Lives and Career Intentions of Black Women Prekindergarten Teacher Assistants
Date of Award
1-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Jeremy Price
Committee Member
Kathryn Herr
Committee Member
Monica Taylor
Abstract
This qualitative study investigates the work lives and career aspirations of seven Black women prekindergarten teacher assistants (BWPTAs) at Urban Flower Academy. Utilizing interviews, observations, and document analysis, the research employs intersectionality theory to explore how race, gender, and class shape these women’s professional identities and future intentions. Key research questions addressed include how BWPTAs perceive their roles, how their experiences affect career goals, and what might encourage them to pursue certification as lead teachers. Findings reveal a complex interplay between inadequate training, financial insecurity, and a strong sense of community, often rooted in ideologies of sisterhood and nurturing. BWPTAs frequently assume responsibilities akin to lead teachers but lack the formal recognition and compensation associated with such roles. Challenges such as insufficient salaries, unclear role definitions, and limited career advancement opportunities contribute to a cycle of economic disadvantage. Despite these obstacles, many BWPTAs expressed aspirations to further their education and career development. The study underscores the need for targeted professional development, financial support, and structural changes in the early childhood education sector. Recommendations include providing paid time off for educational pursuits, free or subsidized childcare, and significant salary increases for early childhood educators. Additionally, the study introduces the 3A TA ID framework, which categorizes teacher assistants into "Anybody," "Assistant," and "Apprentice" based on their career goals and potential for advancement. This framework aims to guide educational leaders in creating more supportive environments and effective teacher pipelines for marginalized educators, highlighting the broader need for equitable policies in early childhood education.
File Format
Recommended Citation
Wright, Jameelah R., "Understanding the Work Lives and Career Intentions of Black Women Prekindergarten Teacher Assistants" (2025). Theses, Dissertations and Culminating Projects. 1506.
https://digitalcommons.montclair.edu/etd/1506
Included in
Early Childhood Education Commons, Other Feminist, Gender, and Sexuality Studies Commons, Race and Ethnicity Commons, Teacher Education and Professional Development Commons
