Black Parent Engagement Within Restorative Justice Practices

• In Event: Racial Socialization of Black Children: Families' Sociopolitical Preparation in and out of Schools

Abstract

Various research and literature acknowledges the disproportionate rate at which Black students face punitive disciplinary action in schools (Hines & Ford, 2018; McNeal & Dunbar, 2010; Skiba, et al., 2015). In response, schools have resorted to the use of restorative justice which entails engaging in dialogue and acting together to move past harm (Van Ness & Strong, 2014). More recently, scholars have taken up a critique of restorative justice in order to remind schools and scholars of the importance of centering the needs and identities of Black students (Daneshzadeh & Sirrakos, 2018; Lustick, 2017). Further, as we seek to understand how restorative justice may be used more appropriately for Black students, we must also consider their families. Considering the engagement of Black parents has been instrumental in students’ school success (Howard & Reynolds, 2008). Therefore, the central question in this paper is: How are Black parents engaged in restorative justice practices?

This work is grounded in Critical Race Theory, which focuses on the ways in which race, racism, and power intersect (Delgado & Stefancic, 2012, p. 3). More specifically, I employ Critical Race Parenting (CRP) throughout my analysis. According to DePouw and Matias (2016), CRP “is about relationships of teaching and learning in historical, social, and institutional context with a focus on healthy identity development, resilience, and action toward the elimination of racism and other systems of oppression” (p. 241). This framework also draws on an important aspect of critical race theory, that of experiential knowledge. This notion emphasizes the legitimacy of the experiences, perspectives, and voices of people of color, especially as they are often in contrast with dominant narratives.

Through a review of literature, I have examined work that centers parental engagement in restorative justice. Cavanaugh (2014) chronicles the efforts of Latino/Hispanic students and their parents in shifting their school’s culture, which is shaped by restorative justice. Cheung and Yeung (2016) consider parental engagement a form of restorative justice and note its positive effects on young women associated with delinquency in Hong Kong. In terms of Black parent engagement, other literature highlights the role of Black parents as knowledge-holders and advocates, such as McCarthy Foubert’s (2019) work on Racial Realist Parent Engagement. Additional literature also features Black parents’ views of and involvement with school discipline, but does not necessarily emphasize the use of restorative justice (Ball Cooper, et al., 2018; Golann, Debs, & Weiss, 2019; Kourea & Owens, 2016; Pinderhughes, et al., 2000).
While there is work that acknowledges the role of parents within restorative justice, and more specifically, parents of color, as well as studies that examine Black parent engagement, virtually no literature exists that specifically centers the importance of Black parent engagement in within restorative justice. Given the importance of parental engagement in the ways that schools serve students, as well as the experiential knowledge that Black parents possess, including them in restorative justice in schools is imperative. Therefore, it is crucial that educators and researchers consider the substantial role that Black parents have in contributing to the use of restorative justice.

Author

• Cierra Presberry, Michigan State University