&lt;em&gt;Untapped Resources: Black Parent Engagement that Contributes to Learning&lt;/em&gt;

Latunde, Yvette C.; Clark-Louque, Angela

doi:10.7709/jnegroeducation.85.1.0072

Cited by 29 publications

(7 citation statements)

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“…With her assessment, the art teacher seems to indicate that the student’s home life was to blame for his behavior in class. Research suggests that teachers, especially White ones, may connect student behavior to pathologies within racially minoritized families in communities (Gregory & Mosley, 2004; Latunde & Clark-Louque, 2016). This is not to say that familial factors are never a cause for student behavioral challenges; however, across our data, teachers commonly pointed to family or community issues as a root cause of discipline concerns.…”

Section: Resultsmentioning

confidence: 99%

“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies

Daramola

Allbright²,

Marsh

2023

Teachers College Record: The Voice of Scholarship in Education

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Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have sought to address persistent racial disproportionality in disciplinary actions. New behavioral policies may be seen as a response to national attention and outrage regarding the “school-to-prison pipeline,” which indicates that school discipline practices contribute to the over-representation of Black men in the criminal justice system. In recent years, local leaders have been tasked with implementing new disciplinary reforms alongside their ongoing efforts at instructional improvement. Purpose: As districts face an increasingly complex policy environment and constrained resources, researchers must understand how district leaders make sense of and manage the varied policies they are tasked with implementing. This study contributes to the knowledge base on K–12 policy implementation by examining how school district leaders manage multiple policies—particularly when some new practices engage beliefs around racial discrimination or structural racism. We contribute to the gap in the literature by asking: What differences emerged in the early implementation processes of an instructional policy and a discipline policy in the Elmwood school district, and what might explain those differences? Research Design: To answer this question, we employ a comparative, embedded case study design and examine extensive qualitative data from a single school district. Oakes’s (1992) framework of technical, normative, and political dimensions of policy change guided the analysis and was applied to rich interview data. Conclusions: Overall, our findings highlight significant differences in how Elmwood leadership implemented the two policies. Our study indicates that though both instructional and disciplinary reforms purport to address racial outcome gaps, district leaders may view discipline in a racialized way that they do not view instructional policy. The perceived racialized nature of discipline policy may significantly influence implementation practices. Ultimately, the data suggests that racialized normative beliefs and values, along with political and technical investments, greatly influence the implementation process and raise larger questions about the role of racism in education reform.

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Section: Resultsmentioning

confidence: 99%

“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies

Daramola

Allbright²,

Marsh

2023

Teachers College Record: The Voice of Scholarship in Education

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“…Despite the historical context of Black and Brown parental advocacy in education, perceptions of school involvement continue to be defined by the gatekeeping White, middle class. However, much of the parental support for students of color is rooted in the community and grounded in relational activities (Latunde & Clark-Louque, 2016; Townsend, 2000 Valencia, 2002). Hutchins (2010) found that church attendance and participation contributed to academic achievement amongst Black students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hutchins (2010) found that church attendance and participation contributed to academic achievement amongst Black students. In a survey of 130 parents of Black K-12 students, the participants noted their support of learning at home, consistent school communication, and community experiences as their methods of parental involvement (Latunde & Clark-Louque, 2016). Other after-school enrichment programs are crucial to families, and this community involvement plays a role in teaching Black students to have pride in their racial and cultural history of scholastic excellence (Leath et al, 2020), demonstrating that parents of color do emphasize the importance of education and are involved in their children’s schooling success (Townsend, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Holtz

Worley

Williams

2023

Education and Urban Society

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Deficit ideologies permeate urban spaces particularly when mostly Black and Brown students attend neighborhood schools. Wealth concentrated in suburban areas further perpetuates stereotypes of urban as deficient, but empirical data has yet to interrogate these ideas. Using the National Household Education Survey and regression analysis of variance, this research determines the relationship between parents’ satisfaction with their child’s school and school location (rural, suburban, urban). Then, using race as a moderator, this study aims to ascertain if there is a relationship between parental satisfaction by race and urbanicity of the school their child attends. Implications address the systemic and structural components that contribute to deficit ideologies.

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“…Parents that create structure in the lives of their children help create individuals who set goals, accomplish those goals, and build self-efficacy (Wood et al, 2015). Furthermore, when these children reach adulthood, they are in a strong position to mentor individuals, who like them at one time, do not see the immediate value of facing challenges head-on (Jackson et al, 2017;Johnson et al, 2020;Latunde & Clark-Louque, 2016). Furthermore, these adults grow up to be individuals like Dr. Thomas who can empathize with individuals that have a habit of running from challenges.…”

Section: The Habit Of Avoiding Challengesmentioning

confidence: 99%

From G.E.D. to Ph.D.: Eric Thomas as a Model of Educational Success

Chaney¹,

Nicks²,

Caldwell³

2020

JEL

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Since the General Educational Development (GED) Program was established in 1943, more than 17 million people have received a GED Credential. According to the American Council on Education (ACOE), the GED test is considered an alternative option to the US High school diploma, HiSET and TASC tests; the GED test verifies whether the test taker has the United States or Canadian high school-level academic skills (Larson et al., 2016; Rice, 2016). The GED tests entail five subject contents such as writing skills, reading skills, social studies, science, and mathematics—and although the standards required for passing the tests vary across states, these standards are generally similar (Larson et al., 2016; Rice, 2016). This chapter will examine the words Dr. Eric Thomas uses during an interview on the day that he obtained his Ph.D. (Philosophy in Education) from Michigan State University. During this interview with Glenn Twiddle, Dr. Thomas discusses the various factors that motivated him to pursue and earn a Ph.D. In particular, this content analysis will determine the themes Dr. Thomas believes are essential catalysts for educational success. Qualitative analysis of Dr. Thomas’s interview reveals four themes related to (a) The Habit of Avoiding Challenges; (b) The Value of Facing Challenges; (c) The Importance of Receiving Encouragement and Accepting Help; (d) The Fragility of Work-Life Balance. Essentially, these themes highlight Dr. Thomas’s initial habit of running from academic challenges, the reasons why he faced educational challenges in his life, what he learned about himself after facing academic challenges, the importance of receiving encouragement and accepting help from others, as well as how he manages work-life balance.

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<em>Untapped Resources: Black Parent Engagement that Contributes to Learning</em>

Cited by 29 publications

References 0 publications

“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies

“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

From G.E.D. to Ph.D.: Eric Thomas as a Model of Educational Success

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