NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1215945
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-2984
Untapped Resources: Black Parent Engagement That Contributes to Learning
Latunde, Yvette; Clark-Louque, Angela
Journal of Negro Education, v85 n1 p72-81 Win 2016
Conversations around the achievement gap are often centered on what parents and students can do to close it. Overall school leaders have not made the achievement of Black students a priority, but it continues to be a priority for Black parents. Despite the vast research on parental involvement, little is known about the specific contributions of Black families to student learning. This study surveyed 130 parents/guardians of Black K-12 students throughout the United States to identify the strategies and resources they use in engaging with their children's education. The families exhibited high rates of supporting learning at home, communicating with schools, and providing educational experiences in the community. Participants reported using two types of resources: programs and organizations geared specifically to Black students and their parents and social interactions through friends, parents, and the Internet. School personnel may improve communication and collaboration with Black parents by revisiting policy and restructuring engagement programs to incorporate this information.
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A