A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement

Leath, Seanna; Marchand, Aixa D.; Harrison, Asya; Halawah, Amira; Davis, Chanelle; Rowley, Stephanie J.

doi:10.1016/j.ecresq.2020.03.007

Cited by 9 publications

(12 citation statements)

References 57 publications

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“…The exclusionary practices on Black and Brown students extended to their families with parents reporting feelings of fear as their young children entered school. In a study conducted by Leath et al (2020), mothers of Black boys attending mostly White schools were anxious that teacher and peer bias would inhibit learning. Black mothers whose sons attended predominantly Black schools were equally concerned with White teacher bias as well as the overall achievement of Black boys within the schooling system.…”

Section: Deficit Paradigmsmentioning

confidence: 99%

“…Thus, despite their desire for educational equity, Black and Brown parents, along with their children, are left feeling unwelcome and excluded from public schools (Howard, 2015;Townsend, 2000). With this discriminatory practice based on decades-long ideals of White privilege within school involvement, many schools miss out on the relationship between community and school (Love et al, 2021) as parents of color opt into school choice as an alternative for school engagement (Leath et al, 2020).…”

Section: Deficit Paradigmsmentioning

confidence: 99%

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Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Holtz

Worley

Williams

2023

Education and Urban Society

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Deficit ideologies permeate urban spaces particularly when mostly Black and Brown students attend neighborhood schools. Wealth concentrated in suburban areas further perpetuates stereotypes of urban as deficient, but empirical data has yet to interrogate these ideas. Using the National Household Education Survey and regression analysis of variance, this research determines the relationship between parents’ satisfaction with their child’s school and school location (rural, suburban, urban). Then, using race as a moderator, this study aims to ascertain if there is a relationship between parental satisfaction by race and urbanicity of the school their child attends. Implications address the systemic and structural components that contribute to deficit ideologies.

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Section: Deficit Paradigmsmentioning

confidence: 99%

Section: Deficit Paradigmsmentioning

confidence: 99%

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Holtz

Worley

Williams

2023

Education and Urban Society

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“…Throughout history, Black mothers have advocated for their children's education (e.g., Allen and White-Smith, 2018;Leath et al, 2020;Lucas, 2022). For example, Mary Jane Bethune founded the Daytona Beach Literary and Industrial School for Training Negro Girls in 1904 after being the first and only child in her family to go to school and discovering that "the whole world opened up" when she learned to read (Long, 2011).…”

Section: Black Mothers' Abolitionist Freedom Dreamingmentioning

confidence: 99%

“Listen when I come to the table”: Reimagining education with and for Black elementary-aged youth and their mothers

Duane

Mims

2022

Front. Educ.

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Much of the literature regarding Black youth experiences in schools considers the effects of racism and takes up inquiry through deficit views. Yet, to understand how to shift the system of schooling to provide equitable, liberatory learning experiences, it is critical to center Black children’s voices and perspectives. In the current study, we partnered with eleven Black elementary youth and their mothers to explore their dreams for re-imagining schools. We identified four themes related to school improvement from a child-centered, abolitionist lens. Our findings highlight the need to increase opportunities for youth voice in scholarship and practice, and join existing conversations that see education as the practice of liberation and freedom.

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“…further argued that current PI and PE measures "do not consider the alternative ways that they [Black Parents] advocate for their children's education" (p. 379). Leath et al (2020) also focused on the perspective of Black parents, specifically mothers' gendered constructions of their children, to understand how parent involvement differs based on a child's gender. Findings indicated that mothers of boys were more concerned than mothers of girls about race and gender bias; however, Leath and colleagues argued that more attention should be given to the experiences of Black girls.…”

Section: Parental Involvement Measures For Black Girlsmentioning

confidence: 99%

Black Girls in Mathematics: (Re)envisioning an Inclusive Parent Involvement Measure

Howard

Joseph

2021

Educational Policy

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Building upon research utilizing Martin’s Mathematical Socialization and Identity Framework, we examine factors related to community and family involvement to advance the current discourse that informs policies. Data from the High School Longitudinal Study (HSLS:09) public-use file provided a sample of 1,029 Black girls for our analyses. We developed a theoretically-sound inclusive measure, as defined by Black girls, titled the Community and Family Involvement Predictive Scale for Mathematics Outcomes utilizing Nonlinear Principal Components Analysis with a Categorical Principal Components Analysis program. Results are an intersectional measure that considers family, peers, and teachers. Implications for policy include a need for federal, state, and district policymakers to consider a wider variety of contexts, specifically for Black girls, in which community and family partnerships are empowered and prioritized in policies focused on parental involvement.

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A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement

Cited by 9 publications

References 57 publications

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

“Listen when I come to the table”: Reimagining education with and for Black elementary-aged youth and their mothers

Black Girls in Mathematics: (Re)envisioning an Inclusive Parent Involvement Measure

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