Abstract:
The low enrolment and pass rate of black students motivated this study to explore how the
ecosystemic factors influenced black student teachers' perceptions and experiences of early
childhood education (ECE) at a former white university. The study aimed to understand black
student teachers' perceptions and experiences of ECE; to provide recommendations to
strengthen the ECE programme in order to meet the needs of the black students it serves; and
finally to gain insight in order to address the need to recruit and retain black students. Qualitative
research methods, such as 'photo voice' (Olivier, Wood and De Lange 2009), narratives and
semi-structured interviews were conducted and examined through the theoretical lens of
Bronfenbrenner's ecological systems theory. Initial analysis of the data revealed several
categories, such as perceptions of career, status and programme; financial implications; support;
and current experiences. Thereafter, further interpretation of the data explicated the following
themes: 'history', 'it's all about money', 'community', 'cultural relevance' and 'me, myself and
others'.
