Abstract

This paper draws from a critical race multicase study of Black parents’ school engagement experiences in a liberal U.S. public school district, focusing here on 12 mothers and fathers who participated in Parent Teacher Organizations (PTOs) and/or African American parent groups. I apply Critical Race Theory, particularly Crenshaw’s notions of restrictive and expansive views of antidiscrimination law, as a theoretical lens to evaluate the school district’s vision of racial equality in school governance. My analysis indicates that regardless of inclusive practices that welcomed Black parents into parent groups, the district still had restrictive views of equality because Black parents’ ideas and desires were only taken up if they converged with the interests of white parents, and school and district leaders. I offer the theorization of still-restrictive to point to a way white supremacy may still operate in liberal and inclusive-seeming spaces.

摘要

本文借鉴了一项关于黑人父母在自由的美国公立学区的学校参与经历的批判性种族多案例研究，重点关注参与家长教师组织 (PTO) 和/或非裔美国家长团体的 12 位母亲和父亲。我应用批判种族理论，特别是克伦肖关于反歧视法的限制性和扩张性观点的概念，作为评估学区在学校治理中种族平等愿景的理论视角。我的分析表明，尽管欢迎黑人父母加入家长团体的包容性做法，该地区仍然对平等持限制性看法，因为黑人父母的想法和愿望只有在与白人父母、学校和地区领导的利益相一致时才会被采纳.