Have you ever wondered how to create an environment that engages your parents in their student's success? Have you ever wished you could bridge the gap between student success in the classroom and at home?
Many schools today are immensely challenged to find and employ best practices to effectively engage Black families in essential educational processes, namely participation in school functions, assisting children with school projects, and meaningfully discussing the acquisition of student learning.
Village Life Education conducted a research study seeking to gain insight into the best practices for effectively engaging Black families during the Covid-19 pandemic. Widely regarded as a socially restrictive period, we sought to gain a deeper appreciation of the existing problems between parents and educators. This study surveyed dozens of Black parents to gather their insights.
The findings from this study revealed a general rift in the connection between K-12 schools and Black families. Here are just a few of the responses parents shared.
A little over one-third of the parents stated that they had negative K-12 schooling experiences.
“My overall experience with school personnel as a K-12 student would be best described as combative.” Another shared, “Counselors were super prejudiced.” while yet another expressed that they experienced “Physical mistreatment and discrimination.”
However, in contrast, many parents still hold very high expectations of academic staff, teachers, and administrators. There was a recurrent theme and desire for increased support at home so they could better support their students.
For example, during the pandemic, parents wanted to be provided with empathy and grace-filled support. There was a desire for one-to-one support for their children, and more collaboration between the teacher, parent/caregiver, and the child. Others expressed that they would love to take advantage of extended learning opportunities beyond the classroom. Others requested modified and accommodated curricula so that there could be support for all students on all levels.
Overall, the hope centered around one desire these parents held for their student’s educational space– that it would be both safe and affirming.
“...Have more grace and flexibility with the online learning environment and not to place blame on anyone or themselves for the struggles we all experience.”
In order to achieve this, parents asked for staff and educators to treat students equitably, with no bias, a competent ethic of care, and with compassion for all students. This extended to include respect for students and their families and treating each student fairly by providing them access to the same academic opportunities.
Black families and guardians desire staff, teachers, and administrators to do their jobs with high expectations, positive attitudes, competency, and open communication (both about academics and student disposition. One parent was quoted saying they wanted educators “...to incite wonder/ imagination in students encouraging them to think beyond the realm of their current being.”
When asked to describe their experiences interacting with school personnel (staff, teachers, and administrators) prior to Covid, approximately 30% stated they had neutral experiences. However, several of them expressed having to assert their authority as parents or shared that once the schools discovered their careers they were treated differently.
“Teachers at my child’s school always seem to be more responsive and friendly once they find out that my husband and I both have established careers. The office staff, however, can be short and impersonal from time to time.”
Roughly 20% informed us that they had negative experiences before Covid-19, with the majority of these experiences related to the schools’ mistreatment of them or their children.
“My experiences were not that great. I didn’t like to go into the office because they always treat you like a criminal. Like they sometimes ask me for my ID every day when I pick up my daughter. I’ve been picking her up for 4 years. I know they know who I am.”
In contrast, more parents stated having favorable experiences during Covid-19 than before Covid-19. This was due, in part, to consistent and frequent communication extended by the administration and teachers.
“During Covid, I find that the faculty and staff are much more responsive. For example, I reached out to my son's principal last year, and never received a response. This year during Covid, she called back and had a 30 min conversation with me.”
In the end, we asked parents if any, what suggestions would you offer to improve parent/guardian engagement with schools.
“Share the resources available with us to ensure our children are successful.”
These parents wanted more insight into the curriculum so that they can understand what their students are learning and how they can prepare themselves to better support their students at home. They also want the necessary tools to be successful in the online learning environment while being a good support system at home.
As educators, we have the ability to empower our parents and guardians to be catalysts in student success. Black parents want their children to be successful, and they desire a role in partnering with schools as stakeholders in student growth.
It’s time we leverage, not shun our parents away from the educational experience. It’s time that we invite them in and provide a welcome seat at the table through open communication and collaboration. The tide is shifting in education, and parents are ready to be involved every step of the way.
Ready to involve your parents more in support of your school and your students? Reach out and partner with Village Life Education to bring our family and parent engagement programs to your school or district today!