Is This What Educators Really Want? Transforming the Discourse on Black Fathers and Their Participation in Schools

Autor/inn/en	Reynolds, Rema Ella; Howard, Tyrone C.; Jones, Tomashu Kenyatta
Titel	Is This What Educators Really Want? Transforming the Discourse on Black Fathers and Their Participation in Schools
Quelle	In: Race, Ethnicity and Education, 18 (2015) 1, S.89-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2012.759931
Schlagwörter	Fathers; African Americans; Parent Participation; Parent School Relationship; Qualitative Research; Parent Attitudes; Academic Achievement; School Policy; Barriers; Racial Factors; Social Class; Gender Issues; School Personnel; Critical Theory; Interviews; Phenomenology; Educational Environment; Teacher Attitudes; Administrator Attitudes; Parent Teacher Cooperation; Identification (Psychology) + Suchen Sie Ihr Suchwort? Afroamerikaner; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Qualitative Forschung; Elternverhalten; Schulleistung; Schulpolitik; Social classes; Soziale Klasse; Geschlechterfrage; Schulpersonal; Kritische Theorie; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Parent involvement within schools has garnered attention since the "No Child Left Behind" Act of 2001 mandated that parent participation be a condition for federal funding. This particular caveat has been significant because issues of race and class come to the forefront when examining schools that receive federal funding. A close examination of parent involvement becomes increasingly salient, in particular for students of color who are more likely than their White peers to attend schools receiving federal funding. In this qualitative study of 16 participants, we seek to narrow the focus of parents, and pay particular attention to Black fathers. The role of Black fathers has been largely absent from the educational discourse on parent involvement at both the local and federal levels, and within the literature, the roles, practices, and strategies of involvement for "Black" fathers has been scant compared to their White peers. This absence from the literature is noteworthy given the important role that involvement plays in educational success coupled with Black students' perennial underperformance in US schools. The purpose of this work is to highlight findings from a study that examined the voices, perspectives, and involvement practices that Black fathers used to build relationships with school personnel in an effort to advocate on behalf of their sons and daughters and improve their overall schooling experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10