‘We still here’: Black mothers’ personal narratives of sense making and resisting antiblackness and the suspensions of their Black children

Powell, Tunette; Coles, Justin A.

doi:10.1080/13613324.2020.1718076

Cited by 41 publications

(13 citation statements)

References 32 publications

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“…Despite our limited sample size, we believe these interviews can be a first step in providing a timely perspective (albeit limited size) of Spanish-speaking Latina mothers during the pandemic. Qualitative studies with small cohorts of participants have been published in previous qualitative research with underrepresented racial and ethnic parents (Powell & Coles, 2021; Zulauf-McCurdy & Zinsser, 2022).…”

Section: Methodsmentioning

confidence: 99%

Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic

Luna

Zulauf

Harbin

et al. 2022

Topics in Early Childhood Special Education

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The Latino community has been disproportionately impacted by the COVID-19 pandemic, resulting in unique challenges. This paper explores the lived experiences of five Spanish-speaking Latina mothers of young children receiving early childhood special education (ECSE) services during the pandemic. Through in-depth qualitative interviews, this paper focuses on the following research questions: (1) What barriers have Spanish-speaking Latino families encountered in ECSE service delivery during this pandemic? (2) How have families overcome those barriers? Latina mothers describe how despite encountering numerous barriers to ECSE service delivery during the pandemic, they also experienced key areas of support and strength. We discuss how ECSE professionals can leverage these sources of support and strength in a culturally responsive manner to better support the Latino community through the pandemic. By presenting interviews with Latina mothers, this paper offers a unique interpretation of their experience which is often left out of educational research.

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Section: Methodsmentioning

confidence: 99%

Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic

Luna

Zulauf

Harbin

et al. 2022

Topics in Early Childhood Special Education

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“…Structural factors, such as conflicting schedules and transportation, can make it challenging for parents to collaborate with educators, mental health professionals, or others supporting students in achieving positive outcomes. In addition to structural barriers, there is often a lack of trust between families and educators (Powell & Coles, 2021; Santiago et al, 2016). This lack of trust can lead to lower parent engagement (Santiago et al, 2016) and can undermine school outreach to families (Garbacz et al, 2020).…”

Section: Challenges In Parent Collaborationmentioning

confidence: 99%

Increasing Parent Collaboration in the Implementation of Effective Practices

Garbacz¹,

Godfrey²,

Rowe³

et al. 2022

TEACHING Exceptional Children

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“…During a conversation with the White mothers of his classmates, she noted that White boys who misbehaved were neither suspended nor expelled from early childhood education at the same rate as her son. A slew of research studies supports this, showing that White boys are often perceived simply as 'boys being boys' and are afforded the rights to childhood innocence while Black boys are seen as behavioral problems both in and beyond early childhood classrooms (Essien, 2017;Gilliam et al, 2016;Powell & Coles, 2020;Wright & Counsell, 2018).…”

Section: The Preschool-to-prison Pipelinementioning

confidence: 99%

Toward A Black PlayCrit in Educational Leadership: What School Leaders Need to Know About Black Boyhood Play

Bryan

Davis

McMillian

et al. 2022

Journal of School Leadership

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Childhood play is one of the hallmarks of early childhood education, yet most early childhood educators have stereotypical views of Black boyhood play. At the same time, few scholars have addressed teachers’ and school administrators’ stereotypes and biases of Black boys’ play styles and behaviors. The purpose of this conceptual paper is to highlight the ways in which school administrators reinforce the anti-Black misandric violence Black boys experience during play through disciplinary decision-making. We also explore how such reinforcement leads to Black boys’ entry into the preschool-to-prison pipeline. Ultimately, we aim to introduce Black PlayCrit to the field of educational leadership/adminstration in order to bring attention to anti-Black misandric violence against Black boys, and to celebrate the rich history and strength of Black boyhood play.

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‘We still here’: Black mothers’ personal narratives of sense making and resisting antiblackness and the suspensions of their Black children

Cited by 41 publications

References 32 publications

Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic

Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic

Increasing Parent Collaboration in the Implementation of Effective Practices

Toward A Black PlayCrit in Educational Leadership: What School Leaders Need to Know About Black Boyhood Play

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