DOCUMENT RESUME PS 028 103 ED 437 174 Dispenza, Mary AUTHOR Our Families, Our Children: The Lesbian and Gay Child Care TITLE Task Force Report on Quality Child Care. Lesbian and Gay Child Care Task Force, Seattle, WA. INSTITUTION City of Seattle Comprehensive Child Care Program, WA.; King SPONS AGENCY County Child Care Program, Seattle, WA. 1999-00-00 PUB DATE 45p.; Also supported by the PRIDE Foundation. NOTE Reports - Evaluative (142) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Bisexuality; Child Rearing; *Day Care; Early Childhood DESCRIPTORS Education; Homophobia; *Homosexuality; *Minority Groups; Parent Attitudes; Program Effectiveness *Children of Homosexual Parents; *Day Care Quality; IDENTIFIERS Homosexual Parents; Transsexuals ABSTRACT The Lesbian and Gay Child Care Task Force documented anecdotal evidence of homophobia in child care and school age communities, (1) refusal to accept children from lesbian, gay, bisexual, and including: (2) biased attitudes expressed transgender (LGBT) families into child care; to children when they speak about their families; and (3) demonstrated lack of understanding of the unique issues that children and LGBT families face on a day-to-day basis even when biased attitudes are not expressed or may not exist. Adopting an Appreciative Inquiry methodology, the Task Force undertook a study to identify the best of what is currently happening in child care for LGBT parents and children, to envision what might be in the future, to foster dialogue about what should be, and to develop provocative propositions for shaping the most positive future imaginable for child care that supports LGBT families. The topics explored were school climate/environment, curriculum, resources, staff training, parent information, policies/procedures, parent involvement, "out" role models, anti-bias philosophy, and leadership. Appreciative interviews were conducted with LGBT parents/guardians and child care providers. One hundred sixty-seven stories were transcribed documenting the best that currently exists in child care for LGBT parents and children. Thirteen stories appear in this report. Peer researchers and participants at a Community Summit and at the 1998 WAEYC (Washington Association for the Education. of Young Children) Conference read all the stories and identified compelling forces and elements that created the positive aspects of the stories. These elements were clustered into five core themes: provider staff awareness and enlightenment; family pride and self pride; non-discrimination policies, procedures, and practices; curriculum and environment which reflect and affirm all families and cultures; and communication that builds understanding. Participants stretched and expanded these themes by imagining the best possible world of child care for LGBT parents and children and discussed provocative propositions. (Appendices contain study materials, resources, and 14 references.) (EV) Reproductions supplied by EDRS are the best that can be made from the original document. a. U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION D CENTER (ERIC) his document has been reproduced as received from the person or organization ' originating it 0 Minor changes have been made to improve reproduction quality D Points of view or opinions stated in this document do not necessarily represent official OERI position or policy JY - " - "' " - - 74.4; '5:e. - PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 3 EC:1-Na 41 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 2 T.COPY AVAILABLE The Lesbian and Gay Child Care Task Force supports all children, families, and staff in early childhood and school-age programs in developing to their fullest potential by creating positive, supportive, and non- homophobic environments that are inclusive of gay, lesbian, bi-sexual and transgender educators, parents and their children. Author and Lead Researcher: Mary Dispenza Editor: Jean Kasota Research Team Sarah Luthens Tami Allen Sunny Rivera Remi L. Cala lang Lyle Rudensey Devony Fitch Barbara Steele Susannah Halliburton Lesbian and Gay Child Care Task Force Debra Appelman, Child Care Center Licensor, Office of Child Care Policy Nina Auerbach, Executive Director, Child Care Resources Charles Birdwell, Director, Y.W.C.A. Child Care Chi cren Michael Butler, Youth and Family Prevention Specialist, Stonewall Recovery Services Mary Dispenza, Director, Prospect Enrichment Preschool Deserve Cheryl Habgood, Associate Director, First Place for Children Jean Kasota, Program Representative for King County Child Care the Best Theressa Lenear, Director of Diversity, Child Care Resources Joan Newcomb, Head Start Education Coordinator, Puget Sound ESD Debra Schwartz, Public Health Nurse, Seattle King County Public Health We gratefully acknowledge the courageous parents, guardians and child care providers who shared their stories and photos of the best that is in child care. We are grateful to Mary Anderson, Consultant of Moss Bay Partnership, for the gift of her expertise in the field of Appreciative Inquiry. Design: Clare Conrad Photos: Mary Dispenza Special funding for this research project was provided by City of Seattle Comprehensive Child Care Program King County Child Care Program The PRIDE Foundation Permission is granted to copy any portion of this report. 3 Contents ii Children Deserve the Best ii Funding for this Research Project iv Abstract The_Lesbian and Gay Child Care Task Force Needs As.sessmen 2 Introduction and Purpose 4 Hopes and Beliefs 4 MethodologyAppreciative Inquiry 10 The Power of Stories 11 Selected Parent and Child Care Provider Stories 19 Summary 20 Core Themes Imagine 22 What Would It Look Like? Imagine A World . . . 23 Provocative Propositions 24 Personal Steps 25 Next Step Initiatives 27 ConclusionA Call to Action esources;..an Ahbhography ppendices 30 A. Participant Agreement 31 B. Confidential Information Form 32 C. Interview QuestionsParents 33 D. Interview QuestionsProviders 34 Resources 37 Bibliography 4 homophobia in child care and The Lesbian and Gay Child Care Task Force documented anecdotal evidence of school age communities including: Refusal to accept children from lesbian, gay, bisexual and transgender (LGBT) families into child care. Biased attitudes expressed to children when they speak about their families. Demonstrated lack of understanding of the unique issues that children and LGBT families face on a day-to- day basis even when biased attitudes are not expressed or may not exist. the best of what is Adopting an Appreciative Inquiry methodology, the Task Force undertook a study to identify future, to dialogue currently happening in child care for LGBT parents and children, to envision what might be in the future that can be about what should be and to develop provocative propositions for shaping the most positive imagined for child care that supports children of LGBT families. The topics explored were: Policies/Procedures School Climate/Environment Parent Involvement Curriculum "Out" Role Models Resources Anti-Bias Philosophy Staff Training Leadership Parent Information parents/guardians and child Appreciative interviews were conducted with lesbian, gay, bisexual and transgender transcribed documenting the best that currently exists in child care providers. One hundred sixty-seven stories were Peer researchers, participants at a Thirteen stories appear in this study. care for LGBT parents and children. Education of Young Children) Confer- Community Summit and at the 1998 WAEYC (Washington Association for the and identified compelling forces and elements that created the positive aspects of the ence read all the stories stories. These elements were clustered into five core themes: Provider Staff Awareness and Enlightenment Family Pride and Self Pride Non-Discrimination Policies, Procedures and Practices Curriculum and Environment which Reflect and Affirm All Families and Cultures Communication that Builds Understanding of child care for LGBT Participants stretched and expanded these themes by imagining the best possible world imagined were: parents and children. Some of the provocative propositions they transgender families and children. Every teacher and staff member is comfortable with lesbian, gay, bisexual and Child care centers are very clear in word and action that all families are welcome. Words like partner, co-parent, and staff are trained guardian and extended family members appear on forms and written communication. Teachers Family pictures are in diversity and anti-bias education. Books and images of LGBT families are in every center. each displayed with pride. Lesbian, gay, bisexual and transgender teachers, staff and family members are out to their family other and to the community. Children are validated every day by teachers and providers who recognize and honor their diversity. commitments, and to Provocative propositions paved the way for participants to make their own individual action define next step initiatives which provide stakeholders with a challenging agenda for the future. The Lesbian and Gay Child Care Task Forc Needs Assessment, Introduction and Purpose Hopes and Beliefs MethodologyAppreciative lhqu6, BEST COPY AVAILABLE The Lesbian, Gay, Bisexual, Transgender Early Childhood Needs Assessment "We have a gay family in our child care program with two dads and a little boy. One is Papa, the other is Dad."Child Care Provider Introduction Children and families continue to change and call for new responses of under- standing and inclusion. We know that children experience exclusion and separa- and Purpose tion because of racial, language and developmental differences. In recent years, research and information have become more available in providing culturally relevant services for children of different racial, ethnic and cultural backgrounds. Yet most of us have little understanding of what challenges face children of lesbian, gay, bisexual and transgender (LGBT) parents. We are often at a loss when it comes to knowing how to include, support and provide resources to Diverse family them. Diverse family structures such as these challenge our traditional paradigms of what should be. Often we aren't so sure how to respond and what to do to structures challenge create a safe and caring place for lesbian, gay, bisexual and transgender parents, guardians and their children. our traditional The Lesbian and Gay Child Care Task Force was formed in 1996 to address the paradigm of what needs of lesbian, gay, bisexual and transgender parents, guardians, educators should be. and their children. It was modeled after the African American, Latino and the Asian/Pacific Islander Child Care Task Forces. These culturally specific networks are doing outstanding work to improve child care in their communities. The mission of the Lesbian and Gay Child Care Task Force is to support all children, families, and staff in early childhood and school-age programs in developing to their fullest potential by creating positive, supportive, and non-homophobic environments that are inclusive of lesbian, gay, bisexual, and transgender young people, educators, parents and their children. The Lesbian and Gay Child Care Task Force reflects a broad spectrum of persons from diverse backgrounds and occupations. Members include state licensors, Head Start education coordinators, teachers, parents, public health nurses, directors, providers and other professionals. BEST COPY AVAILABLE 2 Significant accomplishments by the Lesbian and Gay Child Care Task Force include: Providing information to families about "gay welcoming and gay friendly" child care programs in King County. Working in coalition with other groups and task forces to provide education and training around anti-bias issues, including racism, classism, sexism and homophobia. Developing and distributing culturally relevant materials and for resources that help build positive, inclusive environments educators, parents and their children. Creating a network of people who are committed to reducing ho- mophobia in early childhood education and school-age communities. Researching the current reality of how well child care providers and early childhood educators are including and supporting lesbian, and their children gay, bisexual and transgender parents/guardians in order to enhance the quality of care for children and parents. Publishing this report on quality child care for LGBT families. The need for the study becomes evident as more and more data confirm the Eight to 12 million growing numbers of LGBT families. In a fact sheet put out by Lavender Families Resource Network (Lesbian Mothers' National Defense Fund),1994, American children are the following facts are indicated: currently being raised by, There are an estimated three to five million lesbian mothers in the United States. Gay fathers number around one to three million. lesbian and gay house- Eight to 12 million American children are currently being raised by holds. Approximately six lesbian and gay households. Approximately six per cent of the U.S. population is made up of lesbian and gay families with children. per cent of the U.S. Cleryl A. Parks, in an article entitled "Lesbian Parenthood: A Review of the population is made up of Literature" appearing in the American Journal of Orthopsychiatry, Vol 68 #3, lesbian and gay families July, 1998, states that "Employing a variety of assumptions, researchers have projected numbers ranging from 200,000-3 million lesbian-parent families children. With (Kirkpatrick, 1987) to 1.5-5 million lesbian mothers (Falk, 1989) living with 6-14 million children (Patterson, 1992)." While 60% of parents with young children are in the work force, it follows that many children in child care programs have parents who are lesbian, gay, bisexual or transgender. Currently, most early childhood programs are not culturally relevant for children of LGBT parents. Curriculum and resources do not reflect their families. Staff training to address homophobia is rarely provided. BEST COPY AVAILABLE 3 9 Homophobic anecdotes in the early childhood and school-age communities have been documented by the Lesbian and Gay Child Care Task Force. These incidents include: Refusal to accept children from lesbian, gay, bisexual and transgender families into child care. Biased attitudes expressed to children when they speak about their families. Demonstrated lack of understanding of the unique issues that children and LGBT families face on a day-to-day basis even when biased attitudes are not expressed or may not exist. This data and our knowledge of the importance of positive early childhood experiences which build pride and self-esteem in children provided impetus and justification for this study. In the summer of 1998, the Lesbian and Gay Child Care Task Force made the decision to undertake a needs assessment to assess and enhance quality child care for lesbian, gay, bisexual and transgender parents and children. Funding was sought and provided for this project by the City of Seattle Comprehensive Child Care Program, the King County Child Care Program and the Pride Foundation. The funding made it possible to hire a lead researcher and a team of eight researchers to design and facilitate the research project. Researchers were selected with the primary goal of hiring a diverse and qualified team. Researchers included teachers, providers, parents, vocational rehabilitation counselor, student labor organizer and preschool director. The ethnic cultures included two African Americans, one Asian Pacific Islander, one Latino and four European Americans. Hopes The hope and belief of this project is that the stories and findings, conclusions and recommendations will result in the following outcomes: and Beliefs Generate new openness to accepting children from lesbian, gay, bisexual and transgender families into child care programs of their choice. Cause caregivers and providers to desire and receive training and support in better serving children of LGBT parents. Inspire leaders to design and implement policies that clearly support and include lesbian, gay, bisexual and transgender parents and their children. Generate a level of responsiveness to LGBT family issues that will grow over time in the child care field. Widely distribute the research study to inspire other communities to do similar needs assessments. Methodology The needs assessment was a qualitative study utilizing a methodology developed by David Cooperrider of Case Western University, called "Appreciative Inquiry." Research Appreciative has shown that human systems tend to evolve in the direction of positive anticipatory images of the future. Familiar examples of this are the positive use of placebos in Inquiry medicine, the Pygmalion dynamic in learning environments, and the power of images to shape consciousness. Appreciative Inquiry identifies and values the factors that give life to an organization or a system, on the proven theory that positive images do more to shape positive actions than more traditional "negative" problem solving approaches. 4 BEST COPY AVAILABLE k Appreciative Appreciative Inquiry begins by appreciating and valuing the "Best" of "What is" models begin in order to move to "What might be." In contrast, most other research Inquiry. by identifying a problem and eventually moving toward action planning to solve the problem. The most prevalent change strategy of organizations and individuals is problem solving. Appreciative Inquiry, however, focuses not on solving a problem, but chart compares the two approaches: on realizing positive future visions. The following Appreciative Inquiry Problem Solving Appreciating and valuing the "Felt Need" and "Best" of "What is" Identification of Problem Envisioning "What might be" Analysis of Causes Dialoguing "What should be" Analysis of Possible Solutions Imagining "What will be" Action Planning Basic Assumption: Basic Assumption: An organization is a mystery An organization is a problem to be embraced to be solved (Adapted from David Cooperrider and Srivastva (1987) "Appreciative Inquiry Into Organizational Life" in Research in Organizational Change And Development. Pasmore and Woodman (EDS) Vol. 1, JAI Press by Sue Annis Hammond and Cathy Royal, PH.D in Lessons From the Field: Applying Appreciative Inquiry.) Sue Annis Hammond explains the model well: We take what we know and we talk about what could be. We stretch what we are to be more than what we have already been successful at. We envision a future that is an organization of the BEST. Because we have derived a future from reality, we know it CAN HAPPEN. Appreciative Inquiry holds many advantages over traditional change processes. All children Steven M. Cato, in a paper entitled "Appreciative Inquiry: Positively Creating deserve the best in Organization Change," concludes that: child care regard- By describing a future that integrates personal as well as professional components, a vast amount of energy is created for change, less of individual Because the process is inclusive there is large scale buy-in to well-defined differences and goals, and The process has a much higher tendency to build bridges between sub- family structures. that groups than to build barricades. This avoids resistance to change often is a part of the problem solving model. It is the fervent belief of the Lesbian and Gay Child Care Task Force that systems and organizations will change as they prepare future generations of families and children to move into the new millennium in solidarity and pride. All children deserve the best in child care regardless of individual differences and family structures. 10'