ABSTRACT
This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)