Socio-historical Context of Black Home Education within the Black Belt of the American South

• In Event: Homeschooling in America: The Changing Regulation, Motivation, and Population

Abstract

Objective
The Black Belt of the American South has a rich history of educational resilience among
Black communities, especially in the context of home education. BHE emerged as a powerful
response to racially discriminatory educational systems, rooted in a tradition of self-determination and cultural affirmation (Anderson, 1988; Fields-Smith, 2020). This presentation
aims to provide an analysis of the socio-historical factors influencing BHE and the contemporary
dynamics that shape its practice.
Methodology
The study employs a structured literature review, drawing from academic databases and
focusing on keywords such as "black homeschooling" and "black home education." The analysis
includes works within the Black Belt region, synthesizing findings to highlight historical and
contemporary contexts in order to answer the research questions.
1. What historical factors have influenced the development of BHE in the Black Belt?
2. What are the socio-cultural dynamics that shape contemporary opportunities and
challenges for BHE in the Black Belt?
Results
Historical Context: The origins of BHE can be traced back to the era of U.S. chattel
slavery, where enslaved Africans sought education clandestinely as an act of resistance against
oppressive systems (Anderson, 1988). During Reconstruction, Black communities established
schools despite limited resources, often funded by churches and community organizations. The
Jim Crow era, however, brought significant educational disparities, prompting Black families to
seek alternative means of education, including home education (Fields-Smith, 2020; Peters,
2019).
Contemporary Dynamics: Contemporary BHE is driven by the need to escape systemic
racism and affirm cultural identity. Studies indicate that Black families choose homeschooling to
provide a culturally relevant curriculum, protect children from racial discrimination, and ensure
their emotional well-being (Fields-Smith, 2021; Mazama & Lundy, 2015). The rise in BHE is
supported by expanding networks and community organizations that provide resources and
support (Dunn, 2021; Otey, 2021).
Educational Inequities: Educational inequities remain a primary motivation for BHE.
Black parents often cite systemic racism, low expectations from teachers, and the lack of
culturally relevant curricula as reasons for choosing homeschooling (Fields-Smith, 2015;
Mazama & Lundy, 2013).
Cultural Affirmation: BHE offers an opportunity to incorporate a curriculum that
celebrates Black history and culture, which is often inadequately covered in traditional schools.
This approach fosters a positive self-identity and a sense of pride in Black heritage (Mazama &
Lundy, 2014).
Safety and Emotional Well-Being: The safety and emotional well-being of children are
significant considerations for Black parents who choose homeschooling. Research indicates that
Black students often face racial harassment and discrimination in public schools, which can
adversely affect their mental health and academic performance (Fields-Smith, 2020; Peters,
2019).
Community Support Networks: Support networks for Black home-educating families
have expanded, with organizations like the National Black Home Educators and local groups
providing resources and community connections (Dunn, 2021; Otey, 2021).
Significance:
Understanding the socio-historical context of BHE highlights the enduring commitment
of Black families to educational equity and cultural affirmation. BHE in the Black Belt of the
American South is not just a response to immediate educational challenges but a continuation of
a historical legacy of self-determination and resilience.

Author

• Timberly L. Baker, Arkansas State University