Black families’ resistance to deficit positioning: addressing the paradox of black parent involvement

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.

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