Date of Award

5-2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College of Education and Human Services

Department/Program

Family Science and Human Development

Thesis Sponsor/Dissertation Chair/Project Chair

Pauline Garcia-Reid

Thesis Sponsor/Dissertation Chair/Project Chair

Monica Taylor

Committee Member

Jamaal S. Matthews

Abstract

Understanding their early educational experiences may provide valuable information for supporting optimal development. However, there is limited research to account for the subjective relational experiences of young children in school. Through a life course perspective, this qualitative study explored the educational experiences of four preschool-aged Black boys attending a state-funded program in an urban district in New Jersey. Using a narrative inquiry approach, their stories captured positive aspects of their relational experiences with their teachers by highlighting the individual, relational, and contextual aspects of child well-being. Their voices offer unique considerations for supporting Black boys in preschool and will enrich the child well-being framework for teachers, families, and policymakers within the early learning context.

File Format

PDF

Available for download on Wednesday, December 23, 2020

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