Still-Restrictive Equality in Shared School Governance: Black Parents' Engagement Experiences and the Persistence of White Supremacy in a Liberal Public School District

Autor/in	McCarthy Foubert, Jennifer L.
Titel	Still-Restrictive Equality in Shared School Governance: Black Parents' Engagement Experiences and the Persistence of White Supremacy in a Liberal Public School District
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 4, S.543-558 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1828644
Schlagwörter	Elementary Secondary Education; School Districts; Political Attitudes; Blacks; Parents; African Americans; Parent Participation; Whites; Power Structure; Advantaged; Equal Education; Racial Factors; Governance; Teachers; Parent Associations; Teacher Associations; Parent Teacher Cooperation; Social Justice; Inclusion + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Political attitude; Politische Einstellung; Black person; Schwarzer; Eltern; Afroamerikaner; Elternmitwirkung; White; Weißer; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrer; Lehrerin; Lehrende; Elternvertretung; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Soziale Gerechtigkeit; Inklusion
Abstract	This paper draws from a critical race multicase study of Black parents' school engagement experiences in a liberal U.S. public school district, focusing here on 12 mothers and fathers who participated in Parent Teacher Organizations (PTOs) and/or African American parent groups. I apply Critical Race Theory, particularly Crenshaw's notions of restrictive and expansive views of antidiscrimination law, as a theoretical lens to evaluate the school district's vision of racial equality in school governance. My analysis indicates that regardless of inclusive practices that welcomed Black parents into parent groups, the district still had restrictive views of equality because Black parents' ideas and desires were only taken up if they converged with the interests of white parents, and school and district leaders. I offer the theorization of still-restrictive to point to a way white supremacy may still operate in liberal and inclusive-seeming spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01