Molly E Mcmanus
Biographic Data
| ID | 231203 |
|---|---|
| NAME | Molly E Mcmanus |
| GIVEN NAMES | Molly E |
| FAMILY NAME | Mcmanus |
| SIGNATURE | MCMANUS M E |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0003-3222-0449 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Child-focused civics
Some of us Don’t Like the Chaos’
Equitable access to agency-supportive early schooling contexts for young children of color
Los policías ! Latinx children’s agency in highly regulated early childhood contexts
This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involvin…
What Do Mothers Experiencing Poverty Need to Support Their Young Children? Parent, School, and Policy Perspectives
Expanding Video-Cued Multivocal Ethnography for Activist Research in the Civic Action and Young Children Study
This article describes the use of video-cued multivocal ethnography (VCE) in the Civic Action and Young Children Study conducted with preschool children in South Texas. We detail how and why we continue to use the VCE method as a process of collective reflection and analysis with participating communities. We also explore how VCE helps us enact our commitment to equity, change, and justice as activist researchers and educators. [Video-cued ethnog…
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpet…
Transitions
Transitions: The Development of Children of Immigrants." Journal of Latinos and Education, 17(3), pp. 288–289
No prominent works on this page.
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpet…
Transitions
Transitions: The Development of Children of Immigrants." Journal of Latinos and Education, 17(3), pp. 288–289
Expanding Video-Cued Multivocal Ethnography for Activist Research in the Civic Action and Young Children Study
This article describes the use of video-cued multivocal ethnography (VCE) in the Civic Action and Young Children Study conducted with preschool children in South Texas. We detail how and why we continue to use the VCE method as a process of collective reflection and analysis with participating communities. We also explore how VCE helps us enact our commitment to equity, change, and justice as activist researchers and educators. [Video-cued ethnog…
What Do Mothers Experiencing Poverty Need to Support Their Young Children? Parent, School, and Policy Perspectives
Los policías ! Latinx children’s agency in highly regulated early childhood contexts
This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involvin…
Some of us Don’t Like the Chaos’
Equitable access to agency-supportive early schooling contexts for young children of color
Child-focused civics
Sociology (8 works) · Psychology (7 works) · Developmental psychology (5 works) · Pedagogy (5 works) · Political science (5 works) · Early Childhood Education and Development (4 works) · Immigration (4 works) · Parental Involvement in Education (4 works) · Critical Race Theory in Education (3 works) · Children's Rights and Participation (2 works)