Countering White Dominance in an Independent Elementary School: Black Parents Use Community Cultural Wealth to Navigate "Private School Speak"

Autor/inn/en	Bolgatz, Jane; Crowley, Ryan; Figueroa, Enrique
Titel	Countering White Dominance in an Independent Elementary School: Black Parents Use Community Cultural Wealth to Navigate "Private School Speak"
Quelle	In: Journal of Negro Education, 89 (2020) 3, S.312-327 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Parent Attitudes; Blacks; African American Students; Student Experience; Elementary School Students; Private Schools; Critical Theory; Race; Racial Bias; Academic Achievement; Cultural Capital; Realism; Whites; Institutional Characteristics; Disproportionate Representation; Racial Discrimination; Tutoring; Parent School Relationship + Suchen Sie Ihr Suchwort? Elternverhalten; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Private school; Privatschule; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Schulleistung; Realismus; White; Weißer; Racial bias; Förderkonzept; Nachhilfeunterricht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This case study uses critical race theory to examine Black parents' perceptions of their children's academic experiences in grades K-5 at a private, secular, predominantly White school. While they appreciated the school, many parents were worried about communication related to their children's academic performance, and to access to, and necessity for, academic tutoring. Underlying their concern was a fear about Black children being asked to leave the school. Parents drew upon community cultural wealth and adopted racial realist views to navigate these concerns. Race and class intersected in the ways parents perceived and responded to their experiences. The study reveals how the school systemically disadvantaged Black students. The authors suggest how teachers and administrators can disrupt practices that contribute to White dominance. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01