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ERIC Number: EJ839499
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: ERIC
Reference Count: 67
ISSN: ISSN-1047-8248
Examining Parent Involvement in Reversing the Underachievement of African American Students in Middle-Class Schools
Howard, Tyrone C.; Reynolds, Rema
Educational Foundations, v22 n1-2 p79-98 Win-Spr 2008
In this study, the authors examined the school experiences of middle-class African American parents and students, because they are largely overlooked in the professional literature when it comes to underachievement and parent involvement. Although No Child Left Behind (NCLB) highlights parent involvement and school accountability through the use of test data, the authors posit that non-White and non-Asian students in middle-class schools are frequently overlooked in the reporting and investigation of school achievement, particularly as it relates to parental involvement and engagement. Using Critical Race Theory (CRT) as a conceptual framework to examine parent involvement as it pertains to African Americans in middle-class schools, the authors attempt to account for an explicit intersection of race and class to be used in their analysis. CRT allows for the incorporation of counterstorytelling as a methodological tool so that parent voice can be a focus of this study. The purpose of this research was to analyze the role of parent involvement in the education of middle-class African American students. There will be three primary goals of this article. First, the authors examined the research literature on parent involvement and African American parent involvement specifically. Second, building from ongoing research that they conducted with middle-class African American parents, the authors share findings which examined critical questions around parent involvement, such as "What role do middle-class African American parents play in their children's schooling?" and "How do African American middle-class parents define and describe "parent involvement"?" In the final section of this article, building from the findings from the data, the authors offered considerations for what they term "models of engagement" for African American parents; a veritable set of recommendations and guiding principles that may provide greater clarity regarding the manner in which parent involvement can be demonstrated in an attempt to improve school performance for African American students in middle-class schools. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED565617