Experiences of African American families whose children attend predominantly white school districts

Jones, Khourie

Item

Experiences of African American families whose children attend predominantly white school districts

Jones, Khourie

Date

2024-10-27

Abstract

With this dissertation, I examined the lived experiences of African American families whose children attend predominantly White school districts, with a focus on the challenges faced by Black boys in predominantly White elementary schools. Through qualitative analysis, the study explores how families perceive these school environments' social, emotional, and academic impacts on their children. Three families shared their experiences through in-depth interviews, offering insights into the challenges and benefits of navigating predominantly White educational settings. Key themes that emerged from the research include the lack of representation among staff, parents’ desire for a more inclusive environment, and the effects of social isolation on students’ sense of belonging. Findings suggest that while families strive to balance their children’s academic and social well-being, the absence of culturally responsive practices often creates barriers to success. Recommendations for educators and school leaders include the development of counter-spaces that affirm African American children’s racial identities, targeted professional development on racial identity and race consciousness, and implementing mentor support programs. Additionally, intentionally recruiting and retaining diverse teaching staff can foster a more inclusive and supportive environment for African American students. The study contributes to the growing body of research advocating for equity in education by highlighting the importance of cultural competence in shaping the educational experiences of minority students. These findings underscore the need for systemic changes in predominantly White school districts to serve African American families better and promote positive racial identity development in African American children.