African American Parental Perspectives on Independent Schooling

• In Event: Toward Black Educational Choice

Abstract

Many African American parents struggle with the decision of how to select the best learning environment for their children that is as congruent with their family’s cultural background as is possible. This presentation will examine data from focus groups, surveys, and individual interviews with Black parents as well as teachers and school administrators at predominantly White independent schools to illuminate: 1) the processes by which parents perceive, acknowledge and engage with the tension that can arise from dynamics pertaining to race, racism, culture, and ethnicity in their child’s schooling; and 2) how parental racial/ethnic identity and racism is related to their socialization practices.

As a part of the Success of African American Students in Independent Schools study (SAAS; Arrington & Stevenson, 2005), both qualitative and quantitative data were collected over several years of exploring African American student social and emotional adjustment. Two waves of parents were administered surveys at least 12 months apart in psychosocial adjustment, perceptions of child school experiences, and personal experiences with racism and racial socialization. The first cohort consisted of 69 parents and a total of 59 Time 2 (T2) participants completed the surveys with 39 of those parents having also completed surveys at Time 1.

Analysis of the parent focus groups confirmed the importance of the content of racial and ethnic socialization and the racial challenges within the school context. Parents discussed the tension between taking advantage of the educational opportunities independent schools provide and the concern they have about how attending predominantly White schools impacts: 1) the way their children view themselves, and are viewed, as members of the Black community and 2) their social and academic success as students in independent schools. In terms of the survey data, pertinent findings included the following: Parental racial identity factors at Time 1 were significantly related to racial and ethnic socialization practices. Parents who believed that the public held a negative view of African Americans as a racial group more frequently discussed discrimination alertness to their children (r = -.24, p <.05). Additionally, emotional responses to racism were influential in the higher reporting of parental racial socialization.

Discussion of the above-mentioned findings will be grounded in an acknowledgment of Black parents’ parental concerns about enrolling children in predominantly White independent schools and the coping strategies they use to address these concerns. The presentation will also identify multiple avenues for future research in racially dissonant educational contexts.

Author

• Howard C. Stevenson, University of Pennsylvania