Presented by:
Charlitta Hatch
Key Statement:
Increased trust from Black parents in schools can lead to stronger partnerships and outcomes for Black students. 100+ Black parents share practices. Let's discuss!
Keywords:
Diverse Children's Books, Culturally Responsive Pedagogy, Parent Engagement
Abstract:
The purpose of this research is to provide an innovative approach to increasing trust among Black parents and educators of elementary aged Black boys. Representation matters at home and at school. The images that students are exposed to create the narrative of who children are and can be. Black parents know the risks of labels being placed on their Black sons and the impact of the school-to-prison pipeline. This causes Black parents to have a lack of trust in the educational system regarding their sons. Can an increase of diverse books and classroom materials help Black parents trust educators more?
Learning Outcomes:
1. Assess the impact of diverse children's books in the classroom
2. Discuss culturally relevant and responsive pedagogies and how it applies in the classroom
3. Review 4 recommendations from Black parents and develop tactical implementation plans
Hear it from the author:
TRANSCRIPT:
From Classroom to Campus, How K-12 Experiences Impact Trust in Higher Educational Institutions for Black Families. The purpose of this research is to examine how the lack of trust in K-12 schools impacts black parents' trust in higher education. Leveraging a mixed method survey, semi-structured interviews, and focus groups, we explored three research questions.
Through the exploration of the three research questions and applying the analytical lens of BlackCrit, we've learned three things on the impact of diverse books and classroom materials. One, parents see diverse and relatable content as a way in which the educator is reinforcing positive self-images, promoting principles of diversity, and acknowledgement that representation and belonging matter. Two, it increased literacy and engagement in classrooms. Three, educators who have critical consciousness provide emotional safety for parents and students in their care.
Additionally, applying culturally relevant and responsive pedagogies to the selection of the materials also increase trust for black parents. There are three recommendations that we explore and I look forward to discussing with you more during the poster session on Tuesday from five to six. Thank you.
REFERENCES:
Gay, G. (2000). Culturally responsive teaching: Theory, practice and research. Teachers College Press.
Ladson-Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
Souto-Manning, M. Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom. J. Early Child. Lit. 2009, 9, 50–74.