Abstract
ABSTRACT Purpose. This study aimed to describe, explore, and understand the perceptions of Black parents of Black students in ninth through 12th grade in California public schools related to their engagement with the school culture and their student’s academic achievement in English language arts and mathematics. A second purpose was to understand whether participants believe their engagement experiences represent either a form of participatory democratic decision making, representative democratic decision making, or neither.Theoretical Framework. Anchored in democratic theory, and drawing from Pericles’ concept of participatory democracy, this framework accentuates the importance of inclusive decision making, justice, and merit-based political evaluation. Recognizing schools as political institutions, the framework emphasizes the role of associations and civil engagement in addressing educational challenges.
Methodology. This study used a narrative inquiry approach to collect and analyze personal stories and experiences through interviews. This methodology involves selecting participants, gathering narratives, organizing them chronologically with context, and analyzing themes. Collaboration with participants is integral, and the final report includes their voices. The process incorporates seven steps to ensure the accuracy and validity of the final report.
Findings and Conclusion. This study identified eight major findings and three corresponding conclusions. The results of the study indicate the importance of Black parent engagement and influence on student success. The results emphasize the critical role of parents in shaping educational outcomes and the need for schools to better accommodate and integrate their perspectives. These themes collectively highlight a gap in current practices and suggest potential areas for improvement in fostering authentic parental involvement.
Recommendations for State and Local Policies. The study recommends prioritizing Black parent representation in school decision making and suggests funding for advocacy training programs. It also calls for cultural competency training for educators and curriculum reforms to include Black community histories.
Recommendations for Further Research. The study highlights the need for further research with larger more diverse samples, possibly employing methodologies that mask the researcher’s race. Longitudinal studies tracking the long-term effects of inclusive policy changes on Black parent engagement, as well as comparative analysis of different engagement strategies, are also recommended. Additionally, a mixed methods or quantitative study could offer deeper insights into the perceived effectiveness of these engagement opportunities.