ERIC Number: EJ835533
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 21
Trouble Don't Set Like Rain: Minority Status and Black Parents' Educational Decisions
Munn-Joseph, Marlene S.
Journal of School Public Relations, v27 n4 p397-419 Fall 2006
Using grounded theory methodology combined with the interpretive lens of critical race theory, this study examines perceptions of minority status by 2 Black parents who have opted out of the public education system. Through the conceptual lens of stereotype threat, 2 contrasting examples illustrate how the perception of minority status affects parents' construction of perspectives that guide their educational decision making.
Descriptors: Grounded Theory, Critical Theory, Stereotypes, African Americans, Self Concept, Power Structure, Parent Attitudes, Social Status, Minority Groups, Decision Making, Parent Child Relationship, Educational Experience, Parent Participation, Academic Achievement, Public Education, Parent School Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A