Unmasking Subtle and Concealed Aspects of Parent Involvement: Perspectives From African American Parents in the Urban South

Loder-Jackson, Tondra L.; McKnight, Andrew N.; Brooks, Michael; McGrew, Kenneth; Voltz, Deborah L.

doi:10.3138/jspr.28.4.350

Cited by 6 publications

(3 citation statements)

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“…Such partnerships often consist of parents' participating in conventional activities such as open houses, parent-teacher conferences, and fund-raisers while accepting teachers' feedback about their children's behavior and implementing teachers' recommendations for helping to improve their children's academic performance (Cooper, 2009b;Henderson et al, 2009). Hence, educators' notion of "partnership" tends to narrowly consist of deferential forms of parent involvement that position educators as experts who can deliver the specialized information that parents need to help increase their children's achievement (Cooper, 2009b;Hasan, 2004;Loder-Jackson, McKnight, Brooks, McGrew, & Voltz, 2007).…”

Section: Understanding Parent Marginalization and Privilegementioning

confidence: 99%

“…Ramirez (2003) described Latino parent involvement in schools and noted how many parents feel "disrespected" and culturally misunderstood by predominantly White, non-Spanish-speaking teachers who erroneously conclude that parents' low-income status and unfamiliarity of U.S. school traditions, such as open houses, signify their parental incompetence or lack of care. Other researchers have discussed the frustration, and sometimes disillusionment, that African American parents feel when educators label them as being problematic and uncaring because they do not participate in school activities or follow the desired course of action when attempting to advocate for their children (Cooper, 2007(Cooper, , 2009bFields-Smith, 2006;Koonce & Harper, 2005;Loder-Jackson et al, 2007). The cross-cultural tensions and misperceptions found between parents and educators typically result in their decreasing efforts to be collaborative or to view each other as valuable sources of knowledge from which to learn (Koonce & Harper, 2005;Ramirez, 2003).…”

Section: Interrogating Deficit-based Notions Of Parental Care and Knomentioning

confidence: 99%

“…Both educators and families are extremely knowledgeable about children and learning but often in very different ways. Research regarding cultural discontinuity in schools and parent involvement has shown that whereas educators typically possess important subject matter expertise, a general understanding of child development, and formal pedagogical processes, parents know their children's motivations, dreams, skills, and interests (Gates & Smothermon, 2006;Gonzalez, 2005;Lawrence-Lightfoot, 2004;Loder-Jackson et al, 2007). Moreover, although educators often possess taken-for-granted knowledge about the policies and procedures of school systems, most marginalized parents do not (Koonce & Harper, 2005;Ramirez, 2003).…”

Section: Interrogating Deficit-based Notions Of Parental Care and Knomentioning

confidence: 99%

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Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice

Cooper¹,

Riehl²,

Hasan³

2010

Journal of School Leadership

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In this article, we draw on critical philosophies and theories related to diversity, leadership, and learning to suggest that successful school-family partnerships not only encompass collaborative structures but involve educators who reject deficit-based views of diverse families. We marshal data from our studies of school-family relations in two states to explain the benefits of educational leaders developing a critical epistemological stance that compels them to learn and lead with diverse families. We assert that educators must revisit, rethink, and extend what they know about families' strengths and limitations and reconsider the nature of leadership and learning to build partnerships amid communities of practice.

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Section: Understanding Parent Marginalization and Privilegementioning

confidence: 99%

Section: Interrogating Deficit-based Notions Of Parental Care and Knomentioning

confidence: 99%

Section: Interrogating Deficit-based Notions Of Parental Care and Knomentioning

confidence: 99%

See 1 more Smart Citation

Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice

Cooper¹,

Riehl²,

Hasan³

2010

Journal of School Leadership

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Structuration of the Life Course: Some Neglected Aspects

Hägestad

Dykstra

2016

Handbooks of Sociology and Social Research

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North American life course research has typically focused on micro/meso level contexts, and how these shape men's and women's lives. There has been less attention to societal laws and policies in analyses of gendered life courses. In contrast, Europeans have typically neglected gender and interdependence among lives, concentrating on analyses of how the state shapes trajectories. We argue that the consideration of demographic context and the role of laws and policies can help bridge the continental divide in life course approaches. In focusing on these two macro-level structural factors, it is unavoidable to acknowledge that families are critical mediators between society and individuals. We show that demographic shifts are creating new late life potential and new opportunities for intergenerational connections. Demographic change also increases differences between men's and women's networks and lives. We discuss so-called intergenerational policy regimes and show how they strengthen autonomy versus interdependence in families. Our review of legal changes reveals gender convergence in life structuring. Yet, we also observe strong contrasts between how men and women actually live their lives. Most likely, new understanding of this complex picture can be found in the intersection of macro-and micro perspectives. It is more important than ever that we 28 bridge a "continental divide" between research communities, across countries and methodological camps. Keywords Our Point of DepartureSince both authors have studied and worked in Europe as well as in North America, it is natural for us to take a comparative view, exploring contrasts and similarities between European and North American perspectives. We start from two basic premises: First, life course studies are a perfect arena in which to raise and seek solutions to some fundamental analytical puzzles that have faced social scientists since the start of our disciplines. Central among them are relationships among levels and units of analysis. Among major figures in classic social science, Durkheim, through his emphasis on social facts, took the clearest stance with regard to levels: "…collective life does not derive from individual life…, [and] the latter cannot explain the former (Durkheim, 1895(Durkheim, /1982. Second, we have a much better chance of building new insights, filling knowledge gaps, and solving analytical puzzles if we have international dialogues and collaboration across research communities. 29After a brief historical overview of approaches to the life course on two continents (section 2), we highlight some classic work on men's and women's lives and raise the issue of whether life course scholars on two continents have met the empirical and analytical challenges of analyzing how gendered life courses are shaped by cultural expectations as well as contrasting positions in society (section 3). We ask: To what extent do macro-level forces create different patterns of interdependence, divergent and contrasting life trajectories for men a...

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Is There a Problem Officer? Exploring the Lived Experience of Black Men and Their Relationship with Law Enforcement

et al. 2016

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Unmasking Subtle and Concealed Aspects of Parent Involvement: Perspectives From African American Parents in the Urban South

Cited by 6 publications

References 0 publications

Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice

Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice

Structuration of the Life Course: Some Neglected Aspects

Is There a Problem Officer? Exploring the Lived Experience of Black Men and Their Relationship with Law Enforcement

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