A Moment with Dr. Moore

A Calling to Serve: Perspectives on Hispanic Early Childhood Educators

Albert Wat, the Council’s chairman of the board, recently told New America Weekly about his visit to a high school that offered a four-year course of study for students who were interested in early childhood education. “In addition to classes,” Wat wrote, “they get experience working at an on-site pre-K classroom. Those who excel in the program can receive college credits or a Child Development Associate® credential for entry-level early childhood educators.” And these high schoolers promised to be a fine addition to the early learning profession. “The students, all of whom were Hispanic, were clearly passionate about early learning and development,” Wat recalled. And “we desperately need more ways to expose motivated young people of color to early childhood education.”

I agree since I have firsthand experience of the impact that Hispanic educators can make. I once served as executive director of Plaza de la Raza HeadStart/State Preschool program in Los Angeles County. Nearly 85 percent of the children and families enrolled in the program were Hispanic, and many of our educators and leaders came from the communities we served. The educators spoke Spanish, lived near the families, went to the same churches and understood their child-rearing customs. They were able to provide culturally responsive care that made the families feel comfortable and encouraged the children in Los Angeles County to become school ready.

Hispanic educators also play a crucial role nationwide due to demographic change. One in four babies born in the U.S. today come from Hispanic families, making them among the fastest-growing groups in our nation. This leads to high demand for educators who understand the families’ language and culture. And Hispanic educators currently make up a substantial part of the early childhood workforce. Today, 23 percent of center-based child care workers and 16 percent of family child care providers are Hispanic. They play a vital role in providing the early learning experiences that Hispanic families prefer and preparing the families’ youngest learners for future success.

Despite their value, Hispanic early childhood teachers don’t get the credit that they deserve. They are among the lowest-paid groups in the already underpaid early learning sector. In addition, they contend with language barriers and few chances for leadership, along with a lack of recognition for their knowledge and skills—challenges that many of our early learning professionals also face. Still, I think that some of these stressors make an even greater impact on our Hispanic early childhood teachers. They have given their perspectives in several studies where they discuss both their struggles and their strengths.

A 2024 survey from the National Research Center on Hispanic Children & Families sheds light on the physical and mental health of the Hispanic early childhood workforce. Overall, the study found that 8 percent of Hispanic providers reported symptoms of depression that are cause for some concern. About 12 percent reported being in fair or poor physical health, and rates of poor physical health were especially common among providers with over 10 years of experience in the early learning field. And the number of seasoned Hispanic educators like these is dwindling, as the study also pointed out. About 25 percent of respondents reported looking for new or additional work because their current job doesn’t provide adequate pay or enough opportunities to advance.

And they have real cause for discontent, according to a recent study from the Center for Child Care Employment at the University of California, Berkely. The study shows that Hispanic early childhood teachers, along with other educators of color, routinely earn lower wages and hold lower positions than their white peers. White educators, for example, make up 35 percent of the early childhood workforce in California but hold 54 percent of leadership positions. Hispanic educators represent 40 percent of the early childhood workforce but make up only 24 percent of child care center directors. When educators of color succeed in becoming center directors, they receive smaller pay raises than their peers, with Black directors earning $3,600 less and Hispanic directors earning $7,700 less than white or Asian center directors.

It’s hard for Hispanic early learning professionals to prove their worth, as they told researchers from the Education Trust. In a multi-state study, the educators joined focus groups where they discussed the roadblocks they faced at work. “My intellect isn’t valued since folks assume I only do well with the children because I’m Mexican like them,” as one educator complained. “There’s an insidious trend in education research,” as another teacher agreed, “that educators of color can only teach children of color. But this line of thought ignores the fact that I’m simply a really good teacher.”

Besides, there’s growing recognition that all children can benefit from a diverse early learning workforce. So, there are ongoing efforts to recruit educators of color to the early childhood profession. But recruiting is not enough. It’s just as important to retain the educators and provide them with chances for professional growth, efforts that are falling short when it comes to the Hispanic early learning workforce. While Hispanic teachers are the fastest-growing group entering the early childhood profession, they are also leaving the field at higher rates than other teachers—a serious loss since they have much to contribute. Besides skills in the classroom, Hispanic educators bring a keen sense of commitment to their work, according to a recent National Survey of Early Care and Education that asked Hispanic educators why they worked with young learners. Over half responded that serving children is a personal calling and a way to use their heritage to help more students.

That’s the goal that drove Christina Benitez De Luna, principal of Los Padillas Elementary School in Albuquerque, NM, where she serves children from pre-K to grade six. “I became an educator,” she said, “because I saw a deep need in my community for students to have role models who share their background and experiences. As a first-generation Mexican American, I understand the importance of seeing yourself reflected in the people around you, especially in positions of leadership and guidance. My heritage has always inspired me to give back, and I’m grateful for the many educators who inspired my passion for working with children by supporting me along the way.”

Informal supports, such as collaboration and teamwork, are essential, as the National Research Center on Hispanic Children & Families pointed out in its 2024 study. The center found that educators are happier at work when they feel their program is supportive and provides opportunities for professional growth. In-person and online learning communities can also help, the study suggested, by bringing providers together to share resources, discuss roadblocks and trade tips on how to provide the best possible early learning and care.

The Council shares this goal, and we have taken steps to help Hispanic educators earn the CDA, solid proof of competence in the early learning field. We make it convenient to apply for the CDA in Spanish. We offer webinars in Spanish for candidates, instructors and coaches. We also provide our white papers, CDA competency standards and other publications in Spanish. We are now using software that will allow Hispanic educators to take the CDA exam in their home language, and we recently formed a partnership with the Latino Child Care Association of Maryland (LCAM). The partnership provides training and support for LCAM members to earn their CDA and improve the quality of care in Maryland’s early childhood settings.

Many Hispanic early educators work in bilingual settings, both in Maryland and states nationwide, so the CDA qualifies them to serve all young learners, whatever their background. Still, our Hispanic educators do have special strengths to bring to the care of Hispanic children, as they told the Education Trust. Hispanic teachers in the study explained that they were able to use their cultural connections to create classroom environments where children feel comfortable and welcome like they are with family. And that’s not just because the educators look like the children and know their language. They often have a similar upbringing, as an educator pointed out. “One of my kids was singing a cancione de luna, or lullaby, which helps children fall asleep,” she recalled. “I knew it because my mother used to sing it to me. So, I started to sing the lullaby, too. And simple actions like this build connections with both children and their families. They’re comfortable with me because I make them feel at home.”

References

Griffin, Asheley. 2018. “Our Stories, Our Struggles, Our Strengths.” The Education Trust, https://edtrust.org/rti/our-stories-our-struggles-our-strengths/.

Guzman, Lina, Shelby Hickman, Kimberly Turner and Lisa Gennetian. October 2017. “How Well Are Early Care and Education Providers Who Serve Hispanic Children Doing on Access and Availability?” National Research Center on Hispanic Children & Families, https://www.hispanicresearchcenter.org/wp-content/uploads/2019/08/Hispanic-Center-Providers-Brief-FINAL-V21.pdf.

Kim, Yoonjeon, Lea Austin and Hopeton Hess. February 2024. “The Multilayered Effects of Racism on Early Educators in California.” Center for the Study of Child Care Employment, https://cscce.berkeley.edu/publications/report/effects-of-racism-on-california-early-educators/.

Madill, Rebecca, Tamara Halle, Tracy Gebhart and Elizabeth Shuey. 2018. “Supporting the Psychological Well-being of the Early Care and Education Workforce: Findings from the National Survey of Early Care and Education.” U.S. Department of Health and Human Services, https://acf.gov/sites/default/files/documents/opre/nsece_psychological_wellbeing_612018_to_opre_508_2.pdf.

Mendez, Julia, Christina Stephens, Anyela Jacome and Danielle Crosby. 2024. “Informal and Formal Supports May Affect Hispanic Early Educators’ Physical and Mental Well-Being.” National Research Center on Hispanic Children & Families, https://www.hispanicresearchcenter.org/research-resources/informal-and-formal-supports-may-affect-hispanic-early-educators-physical-and-mental-well-being-2/.

Wat, Albert. June 29, 2017. “Increasing Early Childhood Teachers’ Education, Compensation, and Diversity.” New America Weekly, https://www.newamerica.org/weekly/increasing-early-childhood-teachers-education-compensation-and-diversity/.