Is this what educators really want? Transforming the discourse on Black fathers and their participation in schools

Reynolds, Rema; Howard, Tyrone C.; Jones, Tomashu Kenyatta

doi:10.1080/13613324.2012.759931

Cited by 33 publications

(21 citation statements)

References 21 publications

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“…This theoretical body of literature allows us to explain, critique, counter, and analyze what we have read and to perhaps provide a lens for readers to Urban Rev think through, critique, and further expand what we/they know and think we/they know (theoretically, conceptually, and empirically) and how we/they know it and think we/they know (ontologically and epistemologically). Critical race theorists perceive issues of race and racism as permanent and endemic to the very fabric of the U.S., and they begin with the premise that race matters and should thus be investigated and theorized (Cook and Dixson 2013;James 2012;Ladson-Billings 1996;Ladson-Billings and Tate 1995;Martin 2009;Parker and Lynn 2002;Reynolds et al 2013). In this sense, issues of race are everywhere, and race will continue to be an area of importance for inquiry and examination in society and consequently education-even in mostly White social contexts or discussions concerning a majority of White people.…”

Section: Critical Race Theory Perspectivesmentioning

confidence: 99%

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Milner

Laughter

2014

Urban Rev

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Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty.Keywords Race Á Poverty Á Teacher education Á Student learning Á Policy Á PracticeIn this article, we use critical race theory (CRT) as an analytic tool to explore how policy and practice in teacher education can be reformed to ensure Black and Brown students and students in poverty have a better chance of success in the United States (U.S.) by preparing teachers to center the nexus between poverty and race; we stress that teachers examine these two factors separately as well as in combination in order to help build their knowledge and understanding to ultimately inform their practice.

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Section: Critical Race Theory Perspectivesmentioning

confidence: 99%

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Milner

Laughter

2014

Urban Rev

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“…Research also suggests that teachers may reject Black parent involvement by making them feel unwelcomed and requesting that they do not participate. In a qualitative study Reynolds, Howard, and Jones () reported experiences of Black fathers' efforts to engage in schools on behalf of their children. This kind of participation, what Diamond, Wang, and Gomez () term front‐stage involvement , is most recognized by educators (Epstein, ).…”

Section: Intersections Of Critical Consciousness and Critical Race Thmentioning

confidence: 99%

Integrating Race, Racism, and Critical Consciousness in Black Parents' Engagement With Schools

Marchand

Vassar

Diemer

et al. 2019

J of Family Theo & Revie

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Although decades of research document the positive benefits of parent involvement in schools, Black parents are not always welcomed in schooling spaces. Black parents have sometimes been perceived as uncaring about their children's education, and often racism has precluded their full inclusion and meaningful participation. This article uses critical race theory to understand the ways that racism influences Black parents' experiences in schools. We propose a novel form of parent involvement—critical parent engagement—which we define as parents' recognition of issues related to race and racism in schools that informs the actions they take to ensure their children's academic success. This new conceptualization of parent involvement relies on critical race theory and critical consciousness theory to provide a conceptual framework to understand how Black parents critically analyze issues that are present in the schools and how they subsequently engage in action. We conclude with suggestions for future research and practice.

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“…Interventionists who focus on engaging fathers in early childhood and educational settings must consider best practices to expand beyond approaches designed solely for mothers (Adamsons & Johnson, 2013). School personnel must take a fresh look at father engagement and receive training on engaging fathers in ways that do not automatically treat mothers as the point of contact (Reynolds, Howard, & Jones, 2015).…”

Section: Implications For School Nursingmentioning

confidence: 99%

Fatherhood Matters: An Integrative Review of Fatherhood Intervention Research

Henry

Julion

Bounds

et al. 2019

The Journal of School Nursing

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Positive father involvement is critical to the healthy social, emotional, and academic outcomes of children at all stages of development. The purpose of this integrative review was to identify, categorize, and evaluate the potential impact of fatherhood interventions on father and child outcomes. A systematic search of four major research databases yielded 44 studies published between 1988 and 2018 that met study inclusion criteria. The most effective interventions were delivered in the community, with fathers convened in groups. Content focused on promoting positive parenting, co-parenting, and father/child relationships. Consequently, father involvement and child cognitive and socioemotional development were improved. Academic settings were underutilized in the fatherhood interventions in this review. We conclude that in order to optimize healthy child development, school officials must adopt a more inclusive stance toward the involvement of fathers in their children’s education. Future randomized trials of fatherhood interventions delivered within school-based settings are warranted.

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Is this what educators really want? Transforming the discourse on Black fathers and their participation in schools

Cited by 33 publications

References 21 publications

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Integrating Race, Racism, and Critical Consciousness in Black Parents' Engagement With Schools

Fatherhood Matters: An Integrative Review of Fatherhood Intervention Research

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