Race in Place: Black Parents, Family–School Relations, and Multispatial Microaggressions in a Predominantly White Suburb

2017 ◽  
Vol 119 (11) ◽  
pp. 1-42 ◽  
Author(s):  
Linn Posey-Maddox
Keyword(s):  
Predominantly White ◽  
Black Family ◽  
Well Being ◽  
Racial Microaggressions ◽  
Ethnographic Study ◽  
Community Context ◽  
Black Parents ◽  
Children's Education ◽  
School And Community ◽  
Children’S Education

Background Research has demonstrated the importance of understanding the multiple factors that shape parents’ relationships with schools, including the resources parents have at their disposal, their own educational histories, and the influence of school cultures and policies. Less is known, however, about how parents’ engagement relates to their everyday experiences across school and community spaces, particularly for Black parents in nonurban, predominantly White settings. Purpose The purpose of this study is to examine Black parents’ school and community experiences in a predominantly White suburb and how their experiences and engagement may vary based on social class and gender (and their intersections). Participants A socioeconomically mixed sample of 56 Black parents (16 men, 40 women) with children in Grades K–7 participated in the study, as well as 2 longtime residents whose children attended district schools. Research Design The findings are based on an ethnographic study of Black family–school relationships in a predominantly White Wisconsin suburb. The data include semi-structured parent interviews; field notes taken in monthly districtwide African American Parents (AAPO) meetings; an analysis of district and AAPO documents related to district resources, demographics, academics, and family engagement; and an analysis of census and demographic trends in the suburb and the broader county. Findings Results reveal that parents supported their children's education in a variety of ways, and most parents valued the resources and opportunities the suburban district and community context provided their children. Yet parents described experiences with racial microaggressions in their interactions with school officials and community members. These microaggressions were often classed and gendered, and, for a number of parents, relived and reinforced in their children's schools. The results reveal both the everyday racism Black parents encountered in the predominantly White suburban community and school district, as well as the dynamic ways they navigated, resisted, and sought to change barriers to Black student and family success. Recommendations The research findings suggest the utility of educators recognizing the often racialized arenas many Black parents traverse in their everyday lives, legitimating parents’ alternative forms of engagement, and building on what parents are already doing to support their children's education and well-being. Given the growing number of students of color in suburban districts, educational researchers have both an opportunity and responsibility to engage in studies that interrogate urban-focused frameworks and explore the intersections of race, class, gender, and place in families’ experiences.

scholarly journals The Effect of Child Quantity and Education on Parents' Well-Being in Vietnam

2021 ◽  
Vol 9 ◽  
Author(s):  
Linh Hoang Vu ◽  
Tung Duc Phung
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Older People ◽  
Well Being ◽  
Physical And Mental Health ◽  
Elderly Parents ◽  
Children's Education ◽  
Number Of Children ◽  
Children’S Education

Background: Vietnam currently has a rapidly aging population, while formal social protection has only covered a small fraction of older people. Therefore, many older people with insufficient income or poor health must rely on their children's support.Method: This study uses the Vietnam National Aging Survey 2011 to determine whether the quality of children's education/employment and the number of children in a family impact older people's life satisfaction and health.Results: We find that the number of children has no effect on parents' life satisfaction but is adversely related to parents' health across a range of physical and mental health measures. In contrast, children's education has beneficial impacts on the well-being of elderly parents. Parents with better-educated children are more satisfied with their lives and report better health and fewer illness issues. Among other factors, income and wealth are strong and consistent predictors of older people's life satisfaction and self-perceived physical and mental health.Conclusion: To the best of our knowledge, this is the first study to explore the relationship between quantity and quality of children and the well-being of elderly parents. Our results show that the number of children has an adverse effect on older people's self-reported health and life satisfaction in Vietnam. Meanwhile, parental health and life satisfaction are significantly related to children's education. The findings of this study provide several practical implications. Most importantly, investment in education for children will have long-lasting impacts on the health and well-being of elderly adults. In addition, our paper indicates that the government program for reducing fertility has contributed to the longer-term health of people.

Webinar Edukasi Peran Orang Tua Dalam Tumbuh Kembang Anak Dan Well-Being Keluarga

2021 ◽  
Vol 4 (6) ◽  
pp. 1434-1447
Author(s):  
Martina Pakpahan ◽  
Lia Kartika ◽  
Mega Sampepadang ◽  
Novita Susilawati Barus ◽  
Martha Octaria ◽  
...  
Keyword(s):  
Growth And Development ◽  
Test Score ◽  
Well Being ◽  
Child Growth ◽  
Family Ties ◽  
Children's Education ◽  
Post Test ◽  
Children’S Education ◽  
Role Of Parents

ABSTRAK Terdapat berbagai faktor yang memengaruhi pertumbuhan dan perkembangan anak. Peran orang tua sangat menentukan pertumbuhan dan perkembangan anak selain bertanggung jawab dalam pendidikan anak. Sekolah dan guru turut mendukung tidak hanya pendidikan anak namun juga pengembangan identitas diri, eksistensi diri, serta eksplorasi diri anak. Kegiatan Pengabdian kepada Masyarakat (PKM) berupa ‘Webinar Edukasi Peran Orang Tua dalam Tumbuh Kembang Anak dan Well-Being Keluarga’ dilakukan di SMP Sekolah Tunas Indonesia yang berlokasi di Bintaro, pada tanggal 26 Maret 2021. Kegiatan bertujuan untuk mengoptimalkan peran orang tua dalam tumbuh kembang anak dan membangun Well-Being keluarga. Metode yang digunakan adalah edukasi yang terdiri dari dua sesi, yaitu: ‘Konsep Well-Being Keluarga’ dan ‘Peran Orang Tua dalam Optimalisasi Tumbuh Kembang Anak’. Webinar diikuti oleh 63 peserta yang terdiri dari 10 Guru, 21 orang tua dan 32 sisw/i. Hasil kegiatan didapatkan sebagai berikut: (1) Karakteristik keluarga; 82.6% peserta memiliki tipe keluarga inti, 95.7% peserta memiliki relasi yang dekat dalam keluarga, 95.7% peserta memiliki quality time bersama keluarga secara rutin (minggu/bulan), dan 43.5% peserta memiliki prioritas untuk membangun hubungan keluarga, (2) Tumbuh kembang anak; mayoritas anak terpenuhi tugas perkembangannya pada aspek fisik dan psikososial, (3) Pengetahuan orang tua dan guru terkait topik masih rendah, hal ini terlihat dari rerata nilai pre-test (n=23) sebesar 4,58 dan rerata nilai post-test sebesar 3,56 (n=18), (4) Peserta dan sekolah (lembaga mitra) antusias mengikuti kegiatan dari awal sampai dengan akhir dan menilai kegiatan baik dan memuaskan. Kegiatan dapat berkelanjutan dan orang tua bersama pihak sekolah dapat lebih terlibat dalam mengoptimalkan tumbuh kembang anak.  Kata Kunci:  Keluarga, Peran Orang Tua, Tumbuh Kembang Anak, Well-Being  ABSTRACT There are various factors that influence the growth and development of children. The role of parents greatly determines the Child's growth and development, in addition to being responsible for children's education. Schools and teachers also promote not only children's education but also the development of self-identity, self-existence, and self-exploration. Community Service activities, namely 'Educational Webinar on the Role of Parents in Child Development and Family Well-being'. The activity was held in the Tunas Indonesia Junior High School in Bintaro, on March 26, 2021. This activity aims to optimize the role of parents in the child's growth and development and build a Family Well-Being. The method used was a health education which consists of two sessions, namely: 'The Concept of Family Welfare' and 'The Role of Parents in Optimizing Children's Growth and Development. The webinar was attended by 63 participants including 10 teachers, 21 parents, and 32 students. The following were the outcomes of the activities: (1) Family characteristics; 82.6% of participants belonged to a nuclear family, 95.7% of participants had close family ties, 95.7% spent quality time on a regular basis (weeks/months), and 43.5% prioritized family ties, (2) Child growth and development; the majority of the child's accomplishments in physical and psychosocial aspects, (3) The knowledge of parents and teachers related to the topic is still low, as evidenced by the average pre-test score (n = 23) of 4.58 and the average post-test score of 3,56 (n=18), (4) Participants and school (partner institution) passionately participated in the activity from beginning to end and rated it acceptable and satisfactory. Activities can be sustainable and parents may become more involved in their children's growth and development. Keyword: Family, Role of Parents, Child Growth and Development, Well-Being

scholarly journals Adult Children’s Education Attainment and Parents’ Subjective Well-Being in China

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 344-344
Author(s):  
Dan Chen ◽  
Yuying Tong
Keyword(s):  
Life Satisfaction ◽  
Subjective Wellbeing ◽  
Causal Effect ◽  
Early Period ◽  
Later Life ◽  
Well Being ◽  
Education Attainment ◽  
Children's Education ◽  
Children’S Education ◽  
Children's Schooling

Abstract Parent-child tie is important for parental later life due to insufficient old-age support in developing contexts. Parents often anticipate they would share the returns of children’s education for their early period investment. Previous studies show that adult children’s education is positively associated with parents’ survival and physical health in both low- and middle-income countries. What’s less discussed in literatures is the effect of adult children’s education on parental subjective wellbeing. Drawing the China Health and Retirement Longitudinal Study (CHARLS), this study intends to explore the effect of adult children’s education attainment on parents’ life satisfaction. This study uses information from baseline wave in 2011 and latest wave in 2015 of CHARLS. The analytic sample restricts to adult children aged between 25 and 49 with the highest education among all children of a parent who are aged between 50 and 84. To handle the reversed causality, this study adopts lagged effect model and controls for baseline subjective wellbeing. Instrumental variables (IV) are also used to handle the endogeneity issue existing between children’s education and parental wellbeing to conclude a causal effect. The preliminary results without IV reveal that association between children’s schooling years and parents’ life satisfaction is non-linear. However, results with IV show that adult children’s schooling years are negative associated with parents’ life satisfaction. This study firstly draws attention on negative sides of children’s education attainment on parental subjective wellbeing which implies more studies to unfold the mechanisms underlying the association.

scholarly journals Preliminary Investigation of Efforts to Improve Awareness of Racial Microaggressions on Campus

2020 ◽  
Vol 4 (1) ◽  
pp. 20-43
Author(s):  
Brea Banks ◽  
David Adams ◽  
Cedric Williams ◽  
Dakesa Pina
Keyword(s):  
Predominantly White ◽  
Preliminary Investigation ◽  
Well Being ◽  
Racial Microaggressions ◽  
Study Data ◽  
People Of Color ◽  
Future Directions ◽  
Predominantly White Institution ◽  
Participant Satisfaction ◽  
White Institution

Exposure to racial microaggressions negatively impacts the well-being of people of color. Researchers examined responses to a bystander workshop implemented to combat racial microaggressions at a Predominantly White Institution. Participants attended training sessions and completed several surveys prior to and after the workshop for 7 weeks. Results indicate that participants obtained and maintained knowledge presented during the bystander workshop. Significant differences for gender and racial status were identified surrounding the degree to which participants reported observing microaggressions on campus throughout the 7 weeks of the study. Data also indicate that colorblind racial attitudes predicted participant satisfaction with the program, as well as an underrepresented racial identity. Implications and future directions for research are discussed.

scholarly journals ADULT CHILDREN’S EDUCATION AND OLDER MOTHERS’ HEALTH: ARE OFFSPRING’S PROBLEMS MEDIATORS OR MODERATORS?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 212-212
Author(s):  
Robert Frase ◽  
Shawn Bauldry ◽  
J Jill Suitor ◽  
Megan Gilligan
Keyword(s):  
Health Care Providers ◽  
Adult Children ◽  
Well Being ◽  
Safety Net ◽  
Care Providers ◽  
Older Mothers ◽  
Deviant Behaviors ◽  
Children's Education ◽  
Positive Effects ◽  
Children’S Education

Abstract Despite the growing body of literature documenting positive effects of adult children’s education on older mothers’ health outcomes there is limited research exploring the mechanisms that underlie and influence this relationship. This lack of knowledge limits our understanding of how or under what conditions older mothers benefit from their offspring’s resources. In this paper, we draw from theories of the life course, cumulative inequality, and the social foreground to explore how adult children’s problems (physical and emotional, personal and financial, and deviant behaviors) mediate and moderate the effect of adult children’s education on older mothers’ self-rated health and depressive symptoms. To address this question we use data collected from 420 mothers aged 75-85 reporting on their 1,514 adult children, as part of the Within Family Differences Study. Theoretically, this project adds to existing scholarship on intergenerational support in later-life families by identifying the conditions under which adult children’s resources improve parents’ well-being. Preliminary findings reveal that less educated adult children experience more problems, which in turn, negatively impact mothers’ health. Additionally, when adult children experience problems in their own lives, mothers receive less care and financial support from their offspring, even from those who are well-educated and would otherwise have been expected to have shared resources. The findings will have implications for practice by increasing health care providers’ awareness that older parents may be at risk for unmet needs for care even when adult children have resources that would have been expected to serve as a safety net.

scholarly journals Possibilities for Parent Participation: Including All Families in Their Children’s Education

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Catherine Hands
Keyword(s):  
Parent Engagement ◽  
Critical Role ◽  
Well Being ◽  
Program Coordinators ◽  
Children's Education ◽  
Economic Diversity ◽  
Translation Services ◽  
Children’S Education ◽  
The Cost ◽  
Board Level

Noting the critical role parent engagement plays in student achievement and well-being (see for example Epstein, 1995, 2001; Henderson, Mapp, Robinson, & Davies, 2007), the paper looks at strengthening parent engagement, focusing on successful strategies for reaching, and supporting parents who face barriers to engagement such as poverty and cultural diversity issues. The paper focuses on five school board-level parent engagement projects qualitatively examined through observations, document analysis, and interviews with program coordinators, educators and parents. The boards conducted surveys and community visits to learn about families and their communities. Boards in regions with economic diversity covered the cost of activities involving parents, provided childcare or hosted family friendly events, and limited or eliminated transportation costs to events. Boards serving multicultural communities used translation services to communicate with families, hosted events in the communities, and developed culturally relevant activities. Findings point to the need for provincial education departments or ministries, universities and boards to work with educators to support inclusive initiatives that promote all families’ participation in their children’s education.

scholarly journals Low-Income Black Parents Supporting Their Children’s Success through Mentoring Circles

2021 ◽  
Vol 44 (1) ◽  
pp. CI93-CI117
Author(s):  
Alana Butler
Keyword(s):  
Academic Success ◽  
Critical Race Theory ◽  
Low Income ◽  
Race And Ethnicity ◽  
Economic Status ◽  
Relationship Building ◽  
Black Parents ◽  
Children's Education ◽  
Children’S Education ◽  
Black Parent

This article presents the results of a parent engagement project called “Mentoring Circles.” The project focused on the needs of low-income Black parents who have children enrolled in the Toronto District School Board. Two focus groups, with seven to eight Black parents in each group, were conducted during the summer of 2018. The study drew on theories of community wealth and funds of knowledge (González et al., 2005; Yosso, 2005), Black feminist theory (Collins, 2000; Crenshaw, 1991), and critical race theory (Delgado & Stefancic, 2012). The Black parent narratives served as counter-stories to stereotypes about Black parent disengagement in low-income communities. The low-income Black parents in the study were very engaged in their children’s education and were invested in their academic success. The Black parents strategized to support their children’s education by forming supportive peer mentoring networks and advocating for their children though relationship-building. The findings suggest that mentoring circles could serve as a model for engaging Black parents in the support of their children’s academic success. Keywords: Black Canadian children and youth, anti-Black racism, Black parents and students, low socio-economic status, race and ethnicity, social class

scholarly journals Família, escola, território vulnerável / Family, school, vulnerable areas

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Antônio Augusto Gomes Batista ◽  
Hamilton Harley de Carvalho-Silva ◽  
Luciana Alves
Keyword(s):  
Data Analysis ◽  
Secondary Education ◽  
Sao Paulo ◽  
Ethnographic Study ◽  
Spatial Inequality ◽  
São Paulo ◽  
School Life ◽  
Children's Education ◽  
Children’S Education ◽  
The City

<p>Este artigo busca trazer elementos para compreender como famílias residentes em territórios vulneráveis se relacionam com a escolarização de seus filhos. Para tanto realizou pesquisa de inspiração etnográfica junto a 12 famílias moradoras de um bairro de periferia da cidade de São Paulo. As mães foram as principais informantes. A metodologia de análise dos dados consistiu na construção de retratos sociológicos de cada uma das mães e numa análise transversal desses retratos. Os resultados permitem concluir que as mães pesquisadas atribuem um grande valor à escolarização de seus filhos, embora o grau do envolvimento com essa escolarização seja dependente do grau de vulnerabilidade das famílias. Permitem também caracterizar esse tipo de envolvimento, os significados atribuídos à escola, e a natureza e os tipos de esforços realizados para assegurar a permanência na escola e uma escolarização mais longa, limitada, porém, em geral, pela conclusão do ensino médio. Palavras-chave: Efeito território. Desigualdade socioespacial. Relação família e escola.</p><p><strong>Palavras-chave</strong></p><p>Efeito território. Desigualdade socioespacial. Relação família e escola.</p><p> </p><p><strong>Family, School, Vulnerable Areas</strong></p><h4><strong>Abstract</strong></h4><p>This article aims to gather elements to understand how families living in vulnerable areas relate to their children’s education. To that end, we conducted an ethnographic study with 12 families living in a peripheral neighborhood in the city of São Paulo. The mothers were the main informants. The methodology of data analysis consisted of building sociological portraits of each of the mothers and conducting a transversal analysis of these portraits. Results show that the mothers surveyed value highly their children’s education, although their degree of involvement with it depends on the families’ degree of vulnerability. The study also describes the types of such involvement, the meanings attributed to school and the nature and types of efforts made to ensure that children remain in school and have a longer school life, though usually limited to concluding secondary education.</p><strong>Keywords</strong><br /><p>Territory effect. Socio-spatial inequality. Family-school relationship.</p>

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