Author Toni Morrison once wrote, “If there’s a book you really want to read, but it hasn’t been written yet, then you must write it.” Her words are a reminder that there is value in each woman’s unwritten story, and we are all empowered to write our own narratives. Morrison’s charge is particularly timely in the present-day conversation about women, work, and family where incomplete soundbites too often substitute for richer discussion about the diversity of women’s experiences and the history they bring to the table. This problem is especially acute when it comes to the discourse around work-family issues. Continue reading “History Lessons: Women of Color and Work-Family Conflicts”
Much has been written about the benefits of preschool and quality early learning programs. Significant investments in preschool have been linked to improved kindergarten readiness, future academic success, a reduced achievement gap for students of color, as well as long-term savings on government and taxpayers. If you’re not yet convinced, you can check out some good research and writing on the arguments for preschool investment here, here, here and here.
But, high quality preschool isn’t just about education and economics; investment in preschool is also about labor policy. After all, it’s people, i.e., the teachers, who engage with our children and can be a determinative factor in a quality learning environment. That’s why investing in preschool also requires investing in our current and future preschool teachers.