Risk, Families, and Schools

Keogh, Barbara K.

doi:10.17161/foec.v33i4.6778

Cited by 4 publications

(1 citation statement)

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“…The literature continues to provide the evidence of continued high number of referrals and entry rates into special education programs, the condition of low academic achievement, high drop-out and incarceration rates concerning young, Black males (Artiles & Trent, 1994; O 'Connor & Fernandez, 2006). Darling-Hammond and Post (2000) and Keogh (2000) posited that it is vital for scholars and practitioners to consider whether or not children's failure to achieve is caused by school based instructional failures rather than parental failure. While this group of researchers emphasizes the importance of communication between home and school, they further posited that it is the school's responsibility to initiate effective communication with families (O' Connor & Fernandez, et al In the same vein, other scholars extend the responsibility of the school to ensure that negative teacher attitudes and actions do not create an adversarial environment, discouraging parents to increase levels of engagement at the instructional level.…”

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confidence: 99%

Unsilenced voices : a narrative study of parental engagement practices for black parents of sons being served under IDEA 2004

Gillins¹

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This phenomenological investigation encompasses two broad goals. The first was to understand the beliefs, perceptions, events and lived experiences as explicated via the stories and descriptions as told by Black parents of elementary and middle grade sons receiving special education services under IDEA. The second goal of the study was to elicit a deeper understanding of institutional racism embedded in the social constructs and practices within schools and its effect on the parental engagement practices of this group. The qualitative method utilizing the narrative tradition was utilized to elicit rich and authentic detail that can only come from lived experiences, perceptions and feelings of the participants. The use of critical race theory (CRT) was selected as a conceptual foundation upon which to guide this critical investigation and analysis and to understand the significance of race and racism as a normalized construct in American society, replicated in education policy and practice within found in K-12 schools (Solorzano & Delgado, 2001). This study examined the nuanced parental engagement practices of Black parents of sons receiving instructional support and services under the IDEA 2004 and will contribute to extant studies where the collective voice of Black parents will challenge practitioners, policymakers and all other stakeholders to embrace the importance of establishing authentic partnerships with Black families and their communities.

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confidence: 99%