Abstract
Early childcare professionals represent a cross-section of two underrepresented groups in higher education: childcare educators, and adult female learners. According to the United States Bureau of Labor and Statistics, the childcare workforce in 2020 was predominantly female and lacking post high-school education (https://www.bls.gov/ooh/personal-care-and-service/childcare-workers.htm ). Early childcare professionals often receive minimal training and compensation (Harwood & Tukonic, 2016). Participants in a university credentialing program for non-traditional students participated in a focus group as part of a program evaluation. The data was collected and analyzed. Themes were identified, including anticipated themes such as concerns about cost of college credits, and successfully completing coursework while simultaneously managing personal and work challenges. However, themes of professionalism, and the significance of belonging to a community of learners were not anticipated. The focus group provided rich discussion, and the analysis offers thoughts on advocacy for and with the early childhood education and care workforce.
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