Black Families' Resistance to Deficit Positioning: Addressing the Paradox of Black Parent Involvement

Autor/inn/en	Love, Hailey R.; Nyegenye, Sylvia N.; Wilt, Courtney L.; Annamma, Subini A.
Titel	Black Families' Resistance to Deficit Positioning: Addressing the Paradox of Black Parent Involvement
Quelle	In: Race, Ethnicity and Education, 24 (2021) 5, S.637-653 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Annamma, Subini A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2021.1918403
Schlagwörter	African Americans; Parent Participation; Parent Attitudes; Parent School Relationship; Racial Bias; Critical Theory; Race; Females; Social Bias; Student Behavior; School Role; Expectation; Discipline; Students with Disabilities; Attitudes toward Disabilities; Federal Legislation; Equal Education; Educational Legislation; Educational Environment; Student Needs + Suchen Sie Ihr Suchwort? Afroamerikaner; Elternmitwirkung; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Weibliches Geschlecht; Student behaviour; Schülerverhalten; Expectancy; Erwartung; Disziplin; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families -- schools ostensibly seek families' participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families experience and resist racism and ableism imbued in traditional conceptualizations of parent involvement grounded in white, middle-class families' norms. We describe ways Black families (1) relocated the problem from Black girls' behavior to schools' expectations and actions; (2) shifted schools' priorities from a focus on disciplining dis/abled Black girls to a focus on their support needs; (3) initiated dialogue to support Black girls; and, (4) assisted Black girls in recognizing, processing, and responding to racism and ableism. Through this discussion, we address ways to reconceptualize parent involvement to center multiply-marginalized Black families' priorities and contributions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01