School Board Politics and Family Response in Ferguson, Missouri

• In Event: The Ecology of Black Education in a Chaotic Political Landscape: Recreating Community, Advocacy, and Engagement

Abstract

Objectives
This study investigated the perceived disconnect between local politicians, parents/guardians, and the Ferguson Florissant school district. Community political involvement and supportive school board action are often overlooked until a crisis appears in the schools. We examine parents'/guardians' and community members' perception of their political power in relation to the school board and local elections, and whether these elected officials serve their school-related needs.

Background
The Ferguson Florissant school district serves a large suburban area north of St. Louis, Missouri. Once ethnically diverse, it now has over a 75% Black student population. The school district has undergone significant changes since 2014, when the first Black superintendent, Art McCoy, resigned despite massive student and community protests. It was perceived that the all-white school board had forced him out under suspicious accusations. Adding to the community trauma in 2014, the Michael Brown Jr. police killing in Ferguson resulted in protests and school closings. In 2016, a federal ruling acknowledged that the Black population had not received proper representation in school board elections and ordered cumulative voting. School closings and mergers in 2019 further agitated the Black community, leaving many feeling disempowered and voiceless (Ewing, 2018). Additionally, school closings and other ecological impacts resulted in increased distrust, paranoia, hypervigilance, and lack of efficacy among those impacted by community trauma (van der Kolk, 2014).

Theoretical Framework
A large portion of the Black school-related population has not displayed succinct knowledge of how the political system might assist them in improving their school board or school-related needs. Political systems can be complex and difficult to understand, especially for those with limited access to quality education or resources (Martin, 2022). Frank Reichert (2016) found that citizens who lack political knowledge often have low political efficacy - with the assumption that an individual citizen can bring about political and social change - (Campbell et al., 1954). Scholars have found consensus that efficaciousness and political participation have a cyclical relationship (Dahl, 1961; Valentino et al., 2008). Without a solid understanding of the political landscape, including how decisions are made, policies are formed, and the impact on citizens' daily lives, individuals may feel ill-equipped to engage in political discourse or participate in the electoral process.

Methods/Data Sources
We held public presentations as well as individual interviews in the Ferguson-Florissant School district. We coded interview information and intend to use it, along with the "Forward Through Ferguson" (stillunequal.org) survey of school district performance and parental satisfaction. We also utilized information from "Grade A for Change'' a local Black organization formed to promote pro-Black candidates for the Ferguson Florissant School Board.

Conclusions/Discussion
Political and social instability, school district changes, recent relocation due to floods, and COVID have reduced voter involvement and educational engagement (Slee & Desmond, 2023). Through the interviews and discussions, we found that participants requested more informational sessions and workable solutions to increase political education and engagement, which would address their education concerns and community traumas.

Authors

• Jacquelyn A. Lewis-Harris, University of Missouri - St. Louis

• Claire Martin, Webster University