TY - JOUR
T1 - African American Parents’ Educational Involvement in Urban Schools
T2 - Contextualized Strategies for Student Success in Adolescence
AU - Huguley, James P.
AU - Delale-O’Connor, Lori
AU - Wang, Ming Te
AU - Parr, Alyssa K.
N1 - Publisher Copyright:
© 2020 AERA.
PY - 2020/7/29
Y1 - 2020/7/29
N2 - Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the effects of inhibiting educational contexts. Results add ecological nuance and new typologies to how parental involvement in education is conceptualized across the settings.
AB - Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the effects of inhibiting educational contexts. Results add ecological nuance and new typologies to how parental involvement in education is conceptualized across the settings.
KW - Black education
KW - focus group interviews
KW - identity
KW - in-depth interviewing
KW - parents and families
KW - qualitative research
KW - race
KW - social context
KW - urban education
UR - http://www.scopus.com/inward/record.url?scp=85088826288&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85088826288&partnerID=8YFLogxK
U2 - 10.3102/0013189x20943199
DO - 10.3102/0013189x20943199
M3 - Article
AN - SCOPUS:85088826288
SN - 0013-189X
VL - 50
SP - 6
EP - 16
JO - Educational Researcher
JF - Educational Researcher
IS - 1
ER -