(inter)FACE: A Study of Black Families Advocating for their Children’s Education

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dc.contributor.advisorBrown, Tara Men_US
dc.contributor.authorMorant, Tamykaen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-09-08T05:30:46Z
dc.date.available2016-09-08T05:30:46Z
dc.date.issued2016en_US
dc.description.abstractBlack students are consistently overrepresented in categories of academic underachievement. Parent engagement has long been touted as an effective strategy for improving the educational outcomes of Black children. However, most parent engagement research reflects deficit based perspectives frame Black parents as problems that must be fixed or mitigated before they can positively contribute to their children’s education. Consequently, parent engagement research and frameworks ignore the perspectives of Black parents and the assets they use to participate effectively in parent engagement. In this case study, I draw on individual and focus group interview data, documents, and observations, to examine how fifteen Black families, collectively known as FACE: 1) define and participate in parental engagement, 2) experience barriers to and opportunities for engagement, and 3) experience benefits of engagement for their children and their own personal development. Guided by Black Feminist and Critical Race Theories, I show how Black families in this study used a myriad of engagement strategies to improve their children’s educational experiences which were invisible to schools and how they used school-sanctioned engagement activities to meet their own objectives. Ultimately, I argue that school-centered parent engagement frameworks and models are ineffective for empowering Black families and accounting for the essential ways that these families contribute to the well-being of their children. Based on my findings, I discuss implications for theory, practice and policy, and research, and make recommendations for a more family-centered approach to parent engagement.en_US
dc.identifierhttps://doi.org/10.13016/M2122D
dc.identifier.urihttp://hdl.handle.net/1903/18673
dc.language.isoenen_US
dc.subject.pqcontrolledPedagogyen_US
dc.subject.pqcontrolledBlack studiesen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledBlack familiesen_US
dc.subject.pquncontrolledBlack Feminist Theoryen_US
dc.subject.pquncontrolledCritical Race Theoryen_US
dc.subject.pquncontrolledmotherworken_US
dc.subject.pquncontrolledparent advocacyen_US
dc.subject.pquncontrolledparent engagementen_US
dc.title(inter)FACE: A Study of Black Families Advocating for their Children’s Educationen_US
dc.typeDissertationen_US

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