Date

5-2026

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

Major

Liberal Studies

First Advisor

Paoze Thao

Abstract

Equity-minded pedagogy has become increasingly important in early childhood education as educators work to address systemic inequities affecting student learning, belonging, and long-term academic success. Early childhood classrooms serve as foundational spaces where students begin developing academic identities, social relationships, and perceptions of school environments. Because of this, inequitable teaching practices and exclusionary systems can have lasting consequences for historically marginalized students, including students of color, multilingual learners, low-income families, and first-generation students. Equity-minded pedagogy moves beyond equal treatment by recognizing structural barriers and intentionally creating inclusive learning environments that support diverse student needs. This senior capstone research project examines the importance of implementing equity-minded pedagogy in early childhood education through a review of current literature, interviews with teachers and anonymous surveys to further investigate the institutional barriers, policy influences, and professional development practices. The study explores how culturally responsive teaching, curriculum representation, supportive classroom climates, and school-level policies contribute to stronger student belonging and academic engagement. It also investigates challenges such as inadequate teacher preparation, implicit bias, and institutional resistance that can hinder implementation. In addition, this project discusses the role of leadership and professional development in supporting sustainable equity-centered practices. The findings suggest that equity-minded pedagogy is essential for improving educational outcomes and promoting long-term social justice within early childhood education systems.

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