Race Lessons: The Role of Place in Shaping Black Parents’ Racial Learning and Educational Engagement in a Predominantly White Suburb

Abstract

While a large body of literature examines Black parents’ racial socialization, few studies have employed a sociological lens to explore parents’ own racial learning and how it relates to the implicit and explicit messages they send their children. Based on an ethnographic study of Black parents’ experiences and educational engagement in a predominantly white Midwestern suburb, this article uses a racial learning framework to examine how Black parents’ own racialized, place-based experiences relate to the lessons they attempt to teach their children about race and racism. The research reveals that parents’ racial socialization practices were influenced by their own racial learning and experiences in the predominantly white suburban context, their children’s experiences in the local schools, and for some parents, the things they learned with and from other Black families in school and community organizational spaces. The research findings illustrate the importance of understanding Black parents’ own place-based racial learning and how it shapes and informs their efforts to support their children’s wellbeing and academic success, particularly in predominantly white school districts and communities.

Fighting Racism Denial; Becoming a Mother‐Scholar‐Activist

“…This resistance includes everyday school engagement and advocacy, like building strong relationships with teachers and administrators to prevent discrimination or meeting with teachers to swiftly address unfair treatment when it does arise (Marchand et al., 2024). Parent‐child racial socialization at home is another form of everyday resistance, especially for children in majority‐White school contexts (Marchand et al., 2024; Posey‐Maddox, 2023). Black parents resist through more formal community organizing and advocacy as well.…”