Black Mothers of Young Children Diagnosed With ADHD (Attention Deficit Hyperactivity Disorder): Navigating Educational Spaces

• In Event: Showcasing Black Brilliance: Presenting Scholars of Color Integrating Antiracist Agendas in Education Research

Abstract

Objectives

The voices of Black parents of children with disabilities are limited in educational research. Immediate attention is needed to address the poor outcomes of Black students with disabilities (Chu & Garcia, 2014; Ford et al., 2017; Musu-Gillette, 2017). This qualitative study explored the perspectives of Black parents of students with disabilities, specifically Attention Deficit Hyperactivity Disorder. The aim of the study was to elucidate their experiences navigating preschool (pre-K) and elementary school (K -5). Focusing on the experiences of parents and their children in the early grades will inevitably provide an understanding of how these barriers impact the trajectory of CLD students with disabilities.

Theoretical Framework/Perspectives
There is a great need in the field of education for improving home-school relationships, family engagement, and educators’ cultural competence (Khalifa, 2012). There are several frameworks that have been used as tools in research studies that focus on ways that educators can best meet Black students’ needs (Gay, 2000; Ladson-Billings, 1995; 2009). This study looks through the lens of family engagement (Epstein et al., 2009; Maryland Family Engagement Coalition, 2016) and cultural competence (Cross, 1989; Gay, 2010).

Methods/Data

Narrative inquiry provides an opportunity for the researcher and participant to actively engage in ongoing dialogue about a particular phenomenon in order to co-create the story (Clandinen & Connelly, 2000). Thirteen parents of children with disabilities participated in narrative interviews, focus groups, and journal reflections. Six of the parents interviewed had children with an ADHD diagnosis. The journey of the parents and their school-aged children diagnosed with ADHD is significant due to an increasing number of reported children lacking academic and social-emotional success.

Results/Findings

Misinterpretation of behaviors and lack of cultural competence can contribute to Black students being either misidentified, under-identified, or over-represented in special education (Metzger et al., 2010). Parents in the study revealed that their children were referred for special education services but were not provided adequate data regarding interventions used by the teacher to address the issues prior to referral. Further, many of the parents felt they were not equal participants in their child’s educational process. The lack of transparency, communication, and engagement caused some participants in this study to question educators’ knowledge and skills to adequately address their child’s needs.

Conference Connections/Significance

In order to dismantle racial injustice and improve outcomes for Black students with disabilities, all invested stakeholders will need to be given an opportunity to collaborate. It is imperative that Black parents are equal partners in decision making. Furthermore, educators and policymakers must consider the voices of parents before implementing policies and laws that impact children of color with disabilities.

Author

• Renee L. Garraway, Howard University