White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Katherine “Katie” Clonan-Roy, Rhiannon Maton, Charlotte E. Jacobs, Casey Matthews, Michael Kokozos, Erika Kitzmiller
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引用次数: 0

Abstract

Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation’s capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their diversity, equity, inclusion, justice, and anti-racism (DEIJA) work by revising their curricula, providing equity-focused professional development for educators, offering extracurricular programs like affinity and accountability spaces for BIPOC and white students, and many other initiatives. However, this work has occurred against a contentious backdrop, including parent and caregiver resistance to DEIJA work and attacks on schools for allegedly teaching critical race theory. Research Design: Between the summer of 2020 and the spring of 2022, we conducted research with one independent school, called the Waterford School, in a metropolitan area as it engaged in intensified DEIJA work. During this time, we surveyed and ran focus groups with caregivers, students, faculty, staff, and administrators to capture their experiences with and perspectives on school DEIJA work. White caregivers were the most vocal and resistant constituent group, and in this article, we examine the perspectives that they brought to these conversations on Waterford’s DEIJA initiatives. Conclusions: This analysis shows how, in both their support of and dissent to the DEIJA work, white caregivers’ perspectives often reflected and reinforced characteristics associated with white supremacy culture (WSC). We also show how caregivers’ perspectives on the DEIJA work and pressure on Waterford often posed racial equity detours, which created an illusion of progress toward racial equity while obscuring ongoing racial inequity.
白人家长和照顾者对独立学校公平和反种族主义工作的看法和抵制
背景:从2020年初到今天,我们的社会经历了一场令人痛苦的全球流行病,对BIPOC个人和社区犯下的可怕暴行,种族正义的起义,以及对我们国家首都的暴力袭击。虽然这些事件和现象具有挑战性和创伤性,但它们也激发了在学校内外采取以公平为重点的行动的呼吁。目的:许多学校通过修改课程,为教育工作者提供以公平为中心的专业发展,为BIPOC和白人学生提供亲和力和问责空间等课外项目,以及许多其他举措,加强了他们的多样性、公平、包容、正义和反种族主义(DEIJA)工作。然而,这项工作是在一个有争议的背景下进行的,包括家长和照顾者对DEIJA工作的抵制,以及对据称教授批判性种族理论的学校的攻击。研究设计:在2020年夏季和2022年春季之间,我们在一个大都市地区与一所名为沃特福德学校的独立学校进行了研究,因为它从事强化的DEIJA工作。在此期间,我们对看护人、学生、教职员工和管理人员进行了调查和小组讨论,以了解他们对学校DEIJA工作的经验和看法。白人照顾者是最有发言权和抵抗力的组成群体,在这篇文章中,我们研究了他们在沃特福德的DEIJA倡议中带来的这些对话的观点。结论:该分析表明,白人看护者对DEIJA工作的支持和反对,往往反映和加强了与白人至上文化(WSC)相关的特征。我们还展示了护理人员对DEIJA工作的看法和对沃特福德的压力如何经常造成种族平等的弯路,这在掩盖持续的种族不平等的同时,创造了一种种族平等进步的幻觉。
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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