We need to try to go higher”
An examination of Somali Family Child Care providers’ participation in a professional development program in the United States
Bibliographic Data
| ID | 12725111 |
|---|---|
| Authors | Sarah Garrity (0000-0002-1585-0687, San Diego State University, corresponding author), Saralyn J Miller (0009-0002-6516-3356, San Diego State Research Foundation, USA) |
| Year | 2025 |
| Volume | 23 |
| Issue | 4 |
| Pages | 371-388 |
| Publication date | 2025-04-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x251325974 |
| OpenAlex | W4409169004 |
| Language | EN |
| References cited | 40 |
The research presented in this article uses a community resilience framework to examine the lived experiences of Somali refugee Family Child Care providers in the United States who participated in the Steps to Family Child Care Success Program (STEPS), a year-long professional development program embedded in an ethnic community based organization (ECBO). Our research informs international efforts to design and implement professional development programs that meet the unique needs of home-based providers. Interview and focus group data identified challenges providers encountered when operating a FCC business that were related to language barriers, learning how business is conducted in the United States, and navigating FCC systems and regulations. At the same time, data illuminated many ways in which providers drew upon their community identity, their STEPS cohort, and the ethnic community based organization that operated the program to access the resources, knowledge, and support needed to be successful. Reflecting the construct of community resilience, findings indicate that providers experienced tensions between different ways of being in Somalia and the United States as well as identified processes, resources, and supports that allow providers to overcome challenges. Our research provides an example to those in the field of ECEC of a professional development model that is responsive to the strengths of communities of color
Child care · Child development · Developmental psychology · Early childhood education · Faculty Development · Medical education · Pedagogy · Professional development · Somali · Early Childhood Education and Development · Medicine · Migration, Health and Trauma · Nursing · Poverty, Education, and Child Welfare · Psychology
Basics of qualitative research
The Encyclopedia of Child and Adolescent Development
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(Re)Centering Quality in Early Childhood Education
A methodological review of resilience measurement scales
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Shifting the Center
Theorizing Black Feminisms
The Sage Handbook of Grounded Theory
Stronger together
Foundations of Somali resilience
Child care deserts in New York State
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
An in-depth examination of family child care providers and their engagement with outside systems using a mixed methods case study approach
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Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness
Bridging, building, and bonding
The Construct of Resilience
Resilience in Context
Suffering, hope, and entrapment
Qualitative Research Design
Idioms of resilience among cancer patients in urban South Africa
Grounded Theory in Global Perspective
Self-Help and Mutual Aid
Health, Risk, and Resilience
| Highly cited | No |
|---|