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Educational Reconstruction: African American Schools in the Urban South, 1865-1890
Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen's Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.
eBook
Schooling the freed people
Conventional wisdom holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism.Schooling the Freed Peopleshatters this notion entirely.For the most comprehensive quantitative study of the origins of black education in freedom ever undertaken, Ronald E. Butchart combed the archives of all of the freedmen's aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this path-breaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of the teachers were southerners; and even the northern teachers were more diverse than previously imagined. His evidence demonstrates that evangelicalism contributed much less than previously believed to white teachers' commitment to black students, that abolitionism was a relatively small factor in motivating the teachers, and that, on the whole, the teachers' ideas and aspirations about their work often ran counter to the aspirations of the freed people for schooling.The crowning achievement of a veteran scholar, this is the definitive book on freedmen's teachers in the South as well as an outstanding contribution to social history and our understanding of African American education.
eBook
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis
We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least 1 covariate in the reported analyses. Evidence of overrepresentation declined markedly as the studies included one or more of 3 “best-evidence” methodological features (i.e., analyses of individual-level data, a nationally representative sample, a control for individual-level academic achievement). Among 48 coefficient estimates from studies with the strongest internal and external validity, only 1 (2.1%) indicated significant overrepresentation. This coefficient suggested a school characteristic (a high percentage of minority students) that may help explain underrepresentation. None of the remaining 47 (97.9%) regression coefficients indicated that Black children’s overrepresentation in special education was explained by misidentification based on race or ethnicity. Instead, the best evidence indicates that Black children are significantly less likely than otherwise similar White children to receive special education services.
Journal Article
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance
The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners.
Journal Article
Troubled waters: Barriers to preparation for bias conversations across racially/ethnically diverse families
Background Parent–child racial‐ethnic socialization conversations are an important tool to cultivate a sense of pride and equip youth to deal with discrimination. However, conversations about preparation for racial bias can be particularly difficult for parents to deliver effectively. Little research has been done that illuminates the types of challenges parents within and across racial‐ethnic groups experience with this task. The current qualitative study addresses this gap. Design The study draws on focus group data collected from parents and children from African American, Chinese American, Mexican American, and Indian American (South Asian) families (N = 138 individuals; 30 focus groups). Coding was done by a racially and ethnically diverse research team using inductive thematic analysis (Braun & Clarke, 2006). Results Youth and parents reflected on barriers to having effective preparation for bias conversations, including (a) parents' uncertainty in approaching the conversations; (b) tensions in identifying, understanding, and decoding racial discrimination; and (c) generational differences between parents and youth. Conclusion Themes are unpacked from a social learning perspective, approaching the barriers from a person‐based, context‐based, and behavior‐based point of view. Unique and similar experiences across the racial‐ethnic groups were noted, including perspectives from U.S.‐born and immigrant parents. Implications The authors share implications for racial‐ethnic socialization intervention strategies with parents are shared.
Journal Article
White parents of adopted Black children in an era of racial reckoning: Challenges, tensions, and strategies
Objective This study explores White middle‐class adoptive parents' experiences with parenting Black children (M age = 12.3), attending to how intersections of children's race, gender, and developmental stage informed and nuanced parents' approach to racial socialization. Background Scholarly debate regarding the adoption of Black children by White parents centers on parents' ability to facilitate positive racial identity development. Limited work has explored how White parents' approach to racial socialization is shaped by Black children's gender and developmental stage, particularly as children grow older and encounter intensified racialized stereotypes. Method Twenty‐five White parents (11 lesbian mothers, seven gay fathers, seven heterosexual mothers) were selected from a larger sample of 128 adoptive families because they adopted Black (including biracial/multiracial) children, and were interviewed as their children entered adolescence. Thematic analysis was used to analyze the qualitative data. Results A typology emerged that captured parents' racial awareness and racial socialization approach: Minimizing and Reluctant, Worried and Fumbling, Aware but Cautious, and Reflexive and Purposeful. Additional cross‐cutting themes centered on the role of the sociopolitical climate, gender, and developmental stage in racial socialization. Conclusion Contemporary adoptive parents of Black children are often constrained by their own White racial frame, but some parents, especially those who are younger or have monoracial children, are able to translate awareness of the complexities involved in raising adopted Black children into meaningful action and understanding.
Journal Article
Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth
This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.
Journal Article
ReAfricanizing for Black Student Success: The Maroon Model
This study of a Maroon community (MC) is focused on culturally centered educational practices and the need to transmit an African-oriented culture to Black students to increase educational and cultural relevance. We wanted to know what can be drawn from MC that may have utility for Black children in the USA. The findings include the need for teaching that reconceptualizes socialization processes for Black children and the importance of understanding how schooling can become a battleground for reaching small goals for Black children.
Journal Article
Counter-Storytelling vs. Deficit Thinking around African American Children and Families, Digital Literacies, Race, and the Digital Divide
This article examines the ways African American children and their parents “story” themselves in relation to digital literacies, race, and the digital divide. Drawing from two interconnected qualitative, ethnographic research case studies about African American children’s and parents’ digital literacy practices, and using counter-storytelling as a theoretical framework and methodological tool, the authors share narratives that resist common deficit perceptions about these populations. Exploring counter-storytelling as a method, the authors asked: In what ways did two African American children and one parent “story” themselves or use counter-stories to talk about digital literacies, race, and the digital divide? This article refutes claims that the digital divide is a normalcy for African American families, and delivers new insights relevant to the fields of English education and literacy research. It directs researchers’ and teacher educators’ attention to how participants and students from minoritized communities “story” their experiences, and is designed to spark courageous and rigorous conversations that support African American children’s and parents’ digital literacy narratives.
Journal Article