What African American Parents Want Educators to Know

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Gail L. Thompson

Book Code: H893

ISBN: 0-89789-893-1

ISBN-13: 978-0-89789-893-5

DOI:

232 pages, tables

Praeger Publishers

Publication: 5/30/2003

List Price: $79.95 (UK Sterling Price: £44.95)

Availability: In Stock

Media Type: Hardcover

Also Available: Ebook

Trim Size: 6 1/8 x 9 1/4

Subjects:

Reviews:

This volume arrives at a timely point in educational research. Recent studies suggest black parents must become more involved in their children's education, and Thompson's research responds to these numerous calls for parental involvement. The avenue Thompson takes, however, is a "common-sense" approach. She asks African American parents what educational outcomes they desire for their children. The purpose of the study is to provide relevant information to educators and policy makers on (1) improving teacher quality in schools; (2) suggesting ways parents can be more active in educational settings....Highly recommended. Upper-division undergraduates and above.
—Choice January 2004
Recommended as a "working tool" for public school administrators.
—Multicultural Review Summer 2004

Description: The African-American parents/guardians who participated in this study were biological parents in two-parent homes, single parents, grandparents, foster parents, and stepparents who were rearing school-age children. Some had been deterred from completing their own formal education as a result of peer pressure, temptation outside of school, or stressful circumstances. Others had positive schooling experiences and stable childhoods. Regardless of the differences in their background experiences, the majority of these parents or guardians were single-minded about wanting a better life for their children, believing that a good K-12 education and college education were crucial to their children's advancement. And while most believed resolutely in the hope offered by the public school system, they recognized that schools couldn't do it all. African-American parents and guardians are willing to work with teachers and administrators to ensure that their children receive a quality education. Yet if the historic achievement gap is ever to be eradicated, teachers, administrators, researchers, and policymakers must be more willing to view African-American parents/guardians as assets. African-American parents/guardians must be invited to verbalize their concerns, and those concerns must be taken seriously to effect meaningful and lasting change in the public school system.

LC Card Number: 2002029888

LCC Class: LC2731

Dewey Class: 371


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