Early Childhood Faculty Perspectives on Inclusion of Antibias Curriculum or Components in Preprimary Teacher Training Curriculum in the United States

The problem addressed in this study was that there was the likelihood of a mismatch between preprimary teachers’ racial, ethnic, and cultural make-up and the children and families they educate and care for in the preprimary classroom from birth to 5 years. The purpose of this basic qualitative study was to examine early childhood education (ECE) community college faculty perspectives on the importance of and challenges with implementing antibias curriculum or components into preprimary education training. The conceptual framework was Smyth’s model of reflection and the Learning for Justice organization’s antibias framework. For this basic qualitative design, data were collected through 10 semistructured interviews with participants who had at least 1 year of experience as ECE faculty at five community colleges. The data were analyzed using open coding, categories, and theme development. The five themes include (a) ECE faculty had different definitions of antibias, (b) ECE faculty struggle to implement the antibias curriculum or components into teacher training, (c) antibias curriculum or components should be included in teacher training, (d) ECE faculty described challenges to implementation, and (e) faculty need support for implementation. The results of the study may create positive social change by assisting the community college personnel to better prepare and support preprimary teachers using antibias curriculum and increase acceptance of the diversity they encounter while working with children and families in their classrooms.