ABSTRACT

Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families’ participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families experience and resist racism and ableism imbued in traditional conceptualizations of parent involvement grounded in white, middle-class families' norms. We describe ways Black families (1) relocated the problem from Black girls’ behavior to schools’ expectations and actions; (2) shifted schools’ priorities from a focus on disciplining dis/abled Black girls to a focus on their support needs; (3) initiated dialogue to support Black girls; and, (4) assisted Black girls in recognizing, processing, and responding to racism and ableism. Through this discussion, we address ways to reconceptualize parent involvement to center multiply-marginalized Black families’ priorities and contributions.

摘要

父母参与的传统概念以自相矛盾的方式应用于黑人家庭——学校表面上寻求家庭参与学校教育，同时将多重边缘化的黑人家庭定位为有缺陷且无视他们的贡献。本文使用残疾批判种族理论 (DisCrit) 框架探讨了黑人女孩的黑人家庭的经历。我们的探索揭示了黑人家庭如何体验和抵制以白人中产阶级家庭规范为基础的父母参与传统概念中的种族主义和能力主义。我们描述了黑人家庭 (1) 将问题从黑人女孩的行为转移到学校的期望和行动的方式；(2) 将学校的优先事项从关注残疾/残疾黑人女孩的重点转移到关注她们的支持需求；(3) 发起对话以支持黑人女孩；并且，(4) 帮助黑人女孩识别、处理和应对种族主义和能力歧视。通过这次讨论，我们提出了重新概念化父母参与的方法，以集中多重边缘化的黑人家庭的优先事项和贡献。