Kerry‐Ann Escayg
Biographic Data
| ID | 5145002 |
|---|---|
| NAME | Kerry‐Ann Escayg |
| GIVEN NAMES | Kerry‐Ann |
| FAMILY NAME | Escayg |
| SIGNATURE | ESCAYG K A |
| AFFILIATIONS | University of Nebraska at Omaha |
| ORCID | 0000-0001-5003-7192 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From Theory to Practice
Through the corrective lenses of anti‐racist and Black feminist pedagogical literature, and with the concomitant aim of centering children's perspectives, this conceptual article focuses on developing a framework to advance anti‐racist research practices with young Black children. By foregrounding anti‐racist and Black feminist concepts of Black refusal and Black futurity, structured within a desire‐based framework, the present analysis further a…
Starting with the self
While much research attention has focused on young children's social-emotional (SE) competencies, an increasing body of evidence points to the importance of educators’ SE skills. Indeed, scholars have suggested that such skills support educators’ emotional well-being which, in turn, prevents burnout and facilitates a positive learning environment for young learners. Although the preceding benefits are well recognized, scholars have yet to fully e…
Black Families’ Social and Cultural Capital During Covid
We used NVivo for inductive semantic coding of 619 Black caregivers’ qualitative responses from the RAPID Survey regarding about they were coping with the challenges of COVID-19. Kinship networks and religion/spirituality were the two most frequently mentioned coping strategies followed by government financial support (e.g. stimulus money, food stamps), workplace flexibility (e.g. working from home or taking time off), engaging in COVID-related h…
Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during Covid-19
Anti‐racism in U.S. early childhood education
Multiculturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood educat…
Teaching and Learning Guide for
Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during Covid-19
Anti‐racism in U.S. early childhood education
Multiculturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood educat…
Anti‐racism in U.S. early childhood education
Multiculturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood educat…
Teaching and Learning Guide for
Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during Covid-19
Starting with the self
While much research attention has focused on young children's social-emotional (SE) competencies, an increasing body of evidence points to the importance of educators’ SE skills. Indeed, scholars have suggested that such skills support educators’ emotional well-being which, in turn, prevents burnout and facilitates a positive learning environment for young learners. Although the preceding benefits are well recognized, scholars have yet to fully e…
Black Families’ Social and Cultural Capital During Covid
We used NVivo for inductive semantic coding of 619 Black caregivers’ qualitative responses from the RAPID Survey regarding about they were coping with the challenges of COVID-19. Kinship networks and religion/spirituality were the two most frequently mentioned coping strategies followed by government financial support (e.g. stimulus money, food stamps), workplace flexibility (e.g. working from home or taking time off), engaging in COVID-related h…
From Theory to Practice
Through the corrective lenses of anti‐racist and Black feminist pedagogical literature, and with the concomitant aim of centering children's perspectives, this conceptual article focuses on developing a framework to advance anti‐racist research practices with young Black children. By foregrounding anti‐racist and Black feminist concepts of Black refusal and Black futurity, structured within a desire‐based framework, the present analysis further a…
Early Childhood Education and Development (5 works) · Psychology (5 works) · Sociology (5 works) · Critical Race Theory in Education (4 works) · Racism (4 works) · Developmental psychology (3 works) · Early childhood (2 works) · Early childhood education (2 works) · Education Discipline and Inequality (2 works) · Gender Studies (2 works)