Reversing the Dehumanization of Families of Color in Schools: Community-Based Research in a Race-Conscious Parent Engagement Program

Autor/inn/en	Yull, Denise; Wilson, Marguerite; Murray, Carla; Parham, Lawrence
Titel	Reversing the Dehumanization of Families of Color in Schools: Community-Based Research in a Race-Conscious Parent Engagement Program
Quelle	In: School Community Journal, 28 (2018) 1, S.319-347 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Racial Attitudes; Parent Attitudes; Parent Participation; Mentors; Program Descriptions; Academic Achievement; Participatory Research; Action Research; Barriers; Minority Group Students; Parent Role; Whites; Teacher Student Relationship; Ethnography; Focus Groups; Interviews; Participant Observation; Disadvantaged; High School Students; Parent School Relationship; Equal Education; Program Effectiveness; New York + Suchen Sie Ihr Suchwort? Rassenfrage; Elternverhalten; Elternmitwirkung; Schulleistung; Forschungstätigkeit; Projektforschung; Parental role; Elternrolle; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Parents' involvement in their children's education is widely understood as a key component of educational success. However, schools typically expect parents to engage with the school system in ways consistent with White, middle-class parenting and behavioral norms and in ways that are deferential to the school's agenda. In this article, we report on findings from a community-based participatory action research (CBPAR) project--the Parent Mentor Program--in a racially and economically diverse small city in Central New York. The project uses a race- and class-conscious framework to (1) understand barriers to the involvement of parents of color, and (2) reframe parents' role in the school system as advocates whose primary purpose is to bridge cultural disconnects between White teachers and students of color. Drawing upon ethnographic methods of focus groups, interviews, participant observation, and document analysis, we argue that the Parent Mentor Program, in which marginalized parents of color assist in high school classrooms, increases the engagement of parents of color in the school system, produces a close-knit community that reduces parental isolation and that fosters a collective understanding of shared experiences of injustice, and positions parents of color as empowered advocates who work collaboratively with White teachers to promote educational equity for children of color. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01