This case study uses critical race theory to examine Black parents’ perceptions of their children’s academic experiences in grades K-5 at a private, secular, predominantly White school. While they appreciated the school, many parents were worried about communication related to their children’s academic performance, and to access to, and necessity for, academic tutoring. Underlying their concern was a fear about Black children being asked to leave the school. Parents drew upon community cultural wealth and adopted racial realist views to navigate these concerns. Race and class intersected in the ways parents perceived and responded to their experiences. The study reveals how the school systemically disadvantaged Black students. The authors suggest how teachers and administrators can disrupt practices that contribute to White dominance.
|Number of pages||16|
|Journal||Journal of Negro Education|
|State||Published - Jun 2020|
Bibliographical notePublisher Copyright:
© The Journal of Negro Education.
- Black parents
- community cultural wealth
- Racial realism
ASJC Scopus subject areas