Allying and Leading Through Racial Realities

Abstract

Social-justice-oriented Black school leaders center the experiences of the communities they serve in their work. They recognize that to overcome barriers to equity and justice, they must learn from families the contours of those obstacles, be they academic challenges or impediments brought on by racial and cultural discrimination. Two Black school leaders juxtapose their leadership efforts to engage parents and caregivers against a discussion of Black families’ perceptions of and experiences with Black principals. The authors challenge Epstein’s framework for caregiver participation, arguing that it makes White middle-class parent behavior normative, and presumes that improved engagement with Black families lies in their assimilation rather than their empowerment. Using autoethnographic analysis and interviews, this qualitative study explores the extent to which Black families feel relationship with Black school leaders and identify race or culture as relevant factors. Preliminary findings suggest that the reality of shared racial/ethnic experiences enables collaborative relationships between Black school leaders and Black families. Such collaborative efforts can serve to empower families and communities, and create the space for co-constructing knowledge and ideas for reimagining the educational experience of their children.