Document transcription provided for readers of the Archive Project newsletter.
THE CASE FOR PART-TIME/DROP-IN CHILDCARE
Prepared for CUEW Negotiations
September, 1987
Lee Wiggins
Most of us are familiar with the basic perimeters of the debate surrounding daycare at the current time. However, there are features and problems particular to students which are not often recognized. A few of these have been brought home. to me in the past few months due to my position first as Coordinator of Women’s Affairs, then president of the G.S.A. For. example, a student is unable to give time and attention to academic work due to the fact that s/he has a young baby and no daycare, compounded by little money and no support system in the area. Another is unable to attend meetings at a certain time because their child must be picked up from daycare at a set hour, and no provision exists for extending the care. Others are unable to attend evening events, conferences away from home, classes in the evening — the list goes on.
All these scenarios have three major points in common. The sex of the parent is not one — although the majority of situations involved women, men also suffer from the lack of adequate daycare. Instead, the features characterizing these situations are : one, a general lack of provision for irregular hours; two, limited funds; and three, frequent lack of availabile support system (parents, grandparents, other relatives, close friends with children, etc.). The majority of students (this applies to both graduate and undergraduate) often have irregular schedules and varying work timetables. Even if you manage to place your child in a daycare situation, there is no provision made which incorporates this erratic schedule. Students are often free during portions of their day, and could care for their child themselves at this time, while requiring assistance during the evening hours and on week-ends. Income is usually low, which locks the student into a subsidy daycare situation and precludes. optional, and perhaps more appropriate child care. In addition, students with partners who work may encounter difficulties in obtaining subsidies due to the income level of their partner. Finally, graduate students in particular are frequently attending school in a location far from home, parents and other support.
In September of 1986, a few concerned graduate students at York decided a partial solution to the daycare probems lay in the establishment of an informal network of interested students, both those who needed daycare and those who were willing to provide daycare. The suggested format was a type of “work sharing”, which would be facilitated primarily by the use of a phone tree and by matching up appropriate partners. An initial meeting was held, and a number of students expressed an interest. However, the very informal nature of the concept proved problematic. Many of the individuals Involved required far more daycare assistance then envisioned by this program. Others required occasional daycare on an infrequent and therefore hard to predict or pre-plan. Many of the parents who required daycare did not have the time and/or energy to provide daycare for others, and few non-parents were found who were able to provide daycare services. Few of the parents knew each other, there was no central location that could be utilized a an informal drop-in daycare centre, and so on.
However, the experience, far from being a failure, was a learning experience which pinpointed many of the critical needs of graduate students, and began to shed some light on possible solutions. Financial support of students is a major factor, but it can be addressed in ways other than direct subsidization to parents. The expansion of existing daycare facilities to cover a wider range of time service, and to provide informal drop-in daycare would go a long way towards addressing the problem. This of course necessitates the involvement of the administration and the government. However, other measures within the scope of the student population and governments are possible: The new Volunteer Centre at York could serve as a clearing house for a daycare volunteer network. The proposed Student Centre, can provide some facilities and support for a drop-in student daycare centre designed to suppliment the existing Centre. CUEW, particularly the revived Women’s Committee, along with the G.S.A., is willing to provide valuable political support. Other student groups and governments have expressed serious interest even though this project has only recently developed a concrete focus.
This call for alternative childcare designed to accomodate the particular interests of a university is by no means new; however. The Interim Report of the Presidential Committee on Equity for Women, of 1987, is a case in point. This Report states, and I quote at length:
Over the past few years a consensus has emerged among women’s organizations, governments, private enterprise, and public institutions that the provision of quality child care is a key element in the achievement of equality for women.
York University can take a certain degree of credit for aiding in the creation and maintenance of two excellent child care facilities on its campuses. However, the time has come for the University to recognize that the existing facilities fall short of the needs of the members of the York community. What is urgently required is an official recognition of the importance of child care issues, and a commitment of resources to ensure, that all members of the York community who need it may be able to obtain quality child care at an affordable price.
As an employer with a large female staff, York would almost certainly benefit directly through the enhanced performance of its employees, by helping to reduce the stress parents (primarly mothers) experience with regard to child care arrangements. Moreover, as an educational institution dedicated to providing leadership and to educational institution dedicated to providing leadership and to improving society, we should be in the forefront of the movement to acknowledge the needs of children for quality care so that they can fully develop their potential as confident, creative persons. We must also search for new solutions to the problems adults encounter while attempting to juggle their roles as parents, workers, and scholars. Since its inception, York has prided itself on its accessibility to non-traditional students, especially mature women students, and on the creation of three dynamic Womens’ Studies programmes which focus on the achievement of gender equality. The University can demonstrate its commitment to equity for women by making child care a priority issue.
Both the University of Guelph and the University of Calgary generously support child care services. At Guelph, the university has donated land and is assuming capital costs; at Calgary the university has provided Calgary rent-free space and assumed the cost of maintenance etc.); (lighting, heating, etc.); it also does the bookkeeping and recordkeeping. In contrast, the current support to the York Child Care Centre is provided through grants: that, in the case of maintenance and cleaning services, are not at an adequate level.
RECOMMENDATION (3) That the policy of providing rent-free space and maintenance currently in place for the Glendon Child Care Centre be extended to the York Child Care Centre.
There is a need for a drop-in centre to accommodate the many children whose parents are at York on a part-time basis. The Committee would like to point out to all those involved in planning the new Student Centre that this new, service-oriented space would be a highly appropriate location for a drop-in centre. One major group of users of such a centre comprises students who need child care only during course hours or as a backup for regular off-campus child care arrangements….
RECOMMENDATION (4) That the Administration establish a high priority for additional space for child care on both campuses.
RECOMMENDATION (5) That the York University Development Corporation give priority to potential tenants who are willing to provide space or resources for additional or improved child care facilities.
RECOMMENDATION (6) That a University-wide, Child Care Committee be established to ensure a higher profile for child care at York University as well as for more effective communication among those involved.
– from “First Interim Report of the Presidential Committee on Equity for Women at York University”, April 1987.
This Report adresses many of the current concerns expressed by.the student community here at York University. The most immediate solution to at least some of those problems appears to be the utilization of the excellent opportunity afforded us by the creation of the Student Centre. To this end, I have negotiated with the Chair of the Student Centre Committee, Rob Castle, and have secured 1,000 square feet, rent-free, in the new Student Centre. The next step is finding at least an additional 1,000 square feet, and financial support for pressing needs (a feasibility study, a needs study, development of concrete plans). Time is critical at this stage, since the Student Centre is projected to begin development in early Spring 1988, and plans will need to be carefully researced and finalized prior to that point in time.
The basis of a Student Centre Child Care Committee has been developed, with representation from CUEW Women’s Caucus, the Graduate Students’ Association, CYSF, the Student Centre Committee, and Atkinson Students’ Association. This is expected to grow to include representation from all areas of student life and CUEW membership here at York.
Proposal for CUEW Negotiations re Child Care
The Student Centre Committee has offered 1,000 square feet, rent- free, with the same inclusions given to student clubs: and organizations, for the purpose of an part-time/drop-in child care centre. While a generous offer, this will alone not provide sufficient space or support to ensure the establishment of a viable facility. This will require the support of the University Administration, in an ongoing and committed fashion. Preliminary research indicates that such a facility would need at least 30 children to ensure financial viability, therefore requiring a minimum of 1,600 feet indoors and 1,800 feet of outdoor play space. This does not include provision for any drop-in space for parents and children.
In no way will this facility attempt to replicate the services offered by the existing York Child Care Centre. Instead, the intent is to offer services which answer the special needs of students and CUEW members who are parents.
Demands
- The provision of an additional 1,000 square feet, rent-free, from the University.
- $12,000 for the immediate research and planning neccesary for the successful development of such an innovative facility. this will be subdivided into:
- $5,000 for a needs survey
- $5,000 for research and feasibilty
- $2,000 for miscellaneous (photocopying, purchase material, supplies, etc.) costs of research
- $10,000 as a contribution towards start-up costs for the facility