Fighting for Our Kids: Supporting Low-Income Black and Minority Parents in a White School District

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Increasing Effective Parental Involvement and Family Engagement Strategies in Schools

Abstract

This paper presents the results of a state-funded parent engagement project about the needs of low-income Black and minority families in a predominantly White school district. Four two-hour focus groups with 12-18 Black and minority parents were held between September 2017 and August 2018. This study drew on several theoretical frameworks, namely color-blind racism (Bonilla-Silva, 2014), intersectionality theories (Crenshaw, 1991), and critical race theory (Delgado and Stefancic, 2001). Narrative analysis revealed that parents perceived that the school district marginalized them and regarded their children with a deficit lens. The findings suggest that schools in predominantly White districts need to provide better support for low-income Black and minority students through parent-teacher relationships, school and community resources, and culturally responsive teaching.

Author

• Alana C. Butler, Queen's University