Full Citation

Title: Examining Access to and Participation in Early Care and Education among Children of Immigrants

Citation Type: Dissertation/Thesis

Publication Year: 2019

ISBN: 9781687920928

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Abstract: Children with at least one immigrant parent are one of the fastest growing child populations in the U.S.; however, these children are more likely to fall behind children of U.S.-born parents on school readiness skills. Despite the positive effects of center-based early care and education (ECE) on children’s school readiness, children of immigrants are less likely than children of U.S.-born parents to attend center-based ECE. Lower center-based ECE participation rates may be a missed opportunity for critical learning among children of immigrants. Research largely focuses on child and family factors to explain the gap and suggests that family characteristics—lower household income and parental education levels and two-parent households—are important predictors of lower enrollment in center-based ECE. However, little is known about how broader community factors, such as child care subsidies and the supply of ECE, affect immigrant parents’ child care decisions. Paper 1 uses data from the American Community Survey and state Child Care and Development Fund (CCDF) policies from 2009 to 2016 to examine the effects of state CCDF policies related to subsidy generosity and the ease of application on center-based ECE participation among low-income children of immigrants and children of U.S.-born parents. Results suggest that higher initial income eligibility and an easier application process increase the likelihood of using center-based ECE for children of immigrants. Paper 2 uses data from the National Survey of Early Care and Education to examine whether the availability of different types of ECE helps explain the gap in center-based ECE participation between children of immigrants and children of U.S.-born parents. Results indicate that the availability of care provider who are family members, friends, and neighbors is associated with lower center-based ECE participation among 0- to 2-year-olds, while the availability of child care centers is associated with higher center-based ECE participation among 3- to 5-year-olds. However, the supply of ECE does not explain the difference in ECE arrangements. Taken together, findings highlight the importance of considering community factors in immigrant parents’ child care decisions. The dissertation concludes with a discussion of the implications for future research, public policy, and social work practice.

Url: https://search.proquest.com/docview/2305556706/fulltextPDF/96AD214274C1454FPQ/1?accountid=14586

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Authors: Lin, Ying-Chun

Institution: University of Wisconsin - Madison

Department: Social Welfare

Advisor: Katherine Magnuson

Degree: Ph.D.

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Pages: 155

Data Collections: IPUMS USA

Topics: Education, Family and Marriage, Migration and Immigration, Other

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