Citations (121)
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Eupha Jeanne Daramola, Julie A. Marsh & Taylor N. Allbright. (2023) Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy. Leadership and Policy in Schools 22:3, pages 787-810.
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Talitha Stam, Bonnie French, Nicole Lucassen, Roel van Steensel, Brian Godor & Renske Keizer. (2023) Not your cup of coffee? An ethnographic study on interparental dynamics during parental involvement activities in Dutch primary schools. Ethnography and Education 18:2, pages 159-182.
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Carrie Sampson & Melanie Bertrand. (2023) Counter-storytelling, metaphors, and rhetorical questioning: discursive strategies of advocacy toward racial equity in school board meetings. Discourse: Studies in the Cultural Politics of Education 44:2, pages 281-293.
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Shuangye Chen, Yuanyuan Yan & Yansi Hou. (2023) Parents’ digital Labor and disrupted parent-teacher relationships: theorizing Chinese parents’ voices from the home-based online learning. Asia Pacific Journal of Education 0:0, pages 1-13.
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Alma Itzé Flores. (2022) The Value of M(other)work: Reframing Parent Involvement Through a Muxerista Framework. Equity & Excellence in Education 55:4, pages 422-433.
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Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers & Ann T. Musgrove. (2022) Parental involvement in supporting students’ digital learning. Educational Psychologist 57:4, pages 281-294.
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Willie C. Harmon$suffix/text()$suffix/text(), Marlon James, Jamaal Young & Lawrence Scott. (2022) Black Fathers Rising: A QuantCrit Analysis of Black Fathers’ Paternal Influence on Sons’ Engagement and Sense of School Belonging in High School. Equity & Excellence in Education 0:0, pages 1-15.
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Tarsha I. Herelle. (2022) To protect and to prepare: Black mothers’ school-selection decision-making. Race Ethnicity and Education 0:0, pages 1-19.
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Jennifer L. McCarthy Foubert. (2022) ‘Damned if you do, damned if you don’t:’ Black parents’ racial realist school engagement. Race Ethnicity and Education 25:5, pages 647-664.
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Gazi F. Azad, Steven C. Marcus & David S. Mandell. (2021) Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder. Journal of Educational and Psychological Consultation 31:4, pages 438-462.
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Hailey R. Love, Sylvia N. Nyegenye, Courtney L. Wilt & Subini A. Annamma. (2021) Black families’ resistance to deficit positioning: addressing the paradox of black parent involvement. Race Ethnicity and Education 24:5, pages 637-653.
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Dana Nickson. (2021) The Democratization of Educational Care: Spatial Imaginaries, Demographic Change, and Black Families Continued Educational Advocacy. Equity & Excellence in Education 54:3, pages 303-316.
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Mia Sosa-Provencio, Magdalena Vázquez Dathe & Omkulthoom Qassem. (2021) Tu eres mi otro yo/You Are My Other Me: An In-The-Flesh Ethic of Care Centering Body and Emotionality as Speaking Subjects Fostering Dignity, Interconnection, and Racialized Healing. Equity & Excellence in Education 54:3, pages 271-284.
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Margaret R. Beneke, Shayla Collins & Selma Powell. (2021) Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care. Equity & Excellence in Education 54:3, pages 328-344.
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Pablo Jasis. (2021) Harvesting hope and solidarity: education and organizing with migrant farmworker families. Multicultural Education Review 13:2, pages 148-162.
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Pablo Jasis. (2021) Latino immigrant parents and schools: Learning from their journeys of empowerment. Journal of Latinos and Education 20:1, pages 93-104.
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Allucia Lulu Shokane, Mogomme Alpheus Masoga & Lisa V. Blitz. (2020) Creating an Afro-sensed, Community-engaged School: Views from Parents and School Personnel. Journal of Progressive Human Services 31:2, pages 107-125.
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Emily Milne & Terry Wotherspoon. (2020) “Alignment-Plus”: alignment with schooling requirements and cultural-bridging among indigenous middle-class parents. British Journal of Sociology of Education 41:1, pages 127-143.
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Robin L. Jarrett & Sarai Coba-Rodriguez. (2019) “Whatever I Can Imagine, We Did It”: Home-Based Parental Involvement Among Low-Income African-American Mothers With Preschoolers Enrolled in Head Start. Journal of Research in Childhood Education 33:4, pages 538-557.
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Angela Pons Clifford & Artin Göncü. (2019) Portrayals of parental involvement: descriptions of family and school relationships in a low-income African American community. Mind, Culture, and Activity 26:1, pages 75-92.
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Terrance L. Green. (2018) Enriching Educational Leadership Through Community Equity Literacy: A Conceptual Foundation. Leadership and Policy in Schools 17:4, pages 487-515.
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Antonette Aragon. (2018) Achieving Latina students: Aspirational counterstories and critical reflections on parental community cultural wealth. Journal of Latinos and Education 17:4, pages 373-385.
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Esa Syeed. (2018) There Goes the PTA: Building Parent Identity, Relationships, and Power in Gentrifying Schools. Equity & Excellence in Education 51:3-4, pages 284-300.
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Kysa Nygreen. (2017) Latina/o Parent Organizing for Educational Justice: An Ethnographic Account of Community Building and Radical Healing. Journal of Latinos and Education 16:4, pages 301-313.
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Linn Posey-Maddox. (2017) Schooling in suburbia: the intersections of race, class, gender, and place in black fathers’ engagement and family–school relationships. Gender and Education 29:5, pages 577-593.
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Corinne McKamey. (2017) Learning and teaching to care for young people. Child & Youth Services 38:3, pages 209-230.
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Lisa V. Blitz & Candace A. Mulcahy. (2017) From permission to partnership: Participatory research to engage school personnel in systems change. Preventing School Failure: Alternative Education for Children and Youth 61:2, pages 170-180.
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Camille M. Wilson. (2016) Enacting critical care and transformative leadership in schools highly impacted by poverty: an African-American principal’s counter narrative. International Journal of Leadership in Education 19:5, pages 557-577.
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Janet Goodall & Caroline Montgomery. (2014) Parental involvement to parental engagement: a continuum. Educational Review 66:4, pages 399-410.
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Thandeka K. Chapman & Kalwant K. Bhopal. (2013) Countering common-sense understandings of ‘good parenting:’ women of color advocating for their children. Race Ethnicity and Education 16:4, pages 562-586.
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Catherine Hands. (2013) Including all families in education: school district-level efforts to promote parent engagement in Ontario, Canada. Teaching Education 24:2, pages 134-149.
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Cristina Bettez & Kathy Hytten. (2013) Community Building in Social Justice Work: A Critical Approach. Educational Studies 49:1, pages 45-66.
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Lisa Bass. (2012) When care trumps justice: the operationalization of Black feminist caring in educational leadership. International Journal of Qualitative Studies in Education 25:1, pages 73-87.
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Dana Griffin. (2011) Parent Involvement with African American Families in Expanded School Mental Health Practice. Advances in School Mental Health Promotion 4:2, pages 16-26.
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Articles from other publishers (87)
Soyoung Park & Judy Paulick. (2021) An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools. Urban Education 59:1, pages 124-154.
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Tiffanie Lewis-Durham, Arianna Di Puorto & Silvia Bettez. (2023) The Persistence of and Challenges to Whiteness in Parent Engagement. American Journal of Education, pages 000-000.
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Jane Bolgatz. (2020) Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School. Urban Education 58:8, pages 1687-1714.
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Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth & Akua Nkansah-Amankra. (2023) “On a Risky Slope of Democracy”: Racialized Logics Embedded in Community–School Board Interactions. Educational Evaluation and Policy Analysis.
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David Aguayo. (2022) Presence as Policy Action: Black Mothers as Policy Actors Navigating Antiblack Geopolitics. Educational Policy 37:4, pages 1070-1101.
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Camille M. Wilson, Dana Nickson & Kimberly C. Ransom. (2021) Spiriting urban educational justice: The leadership of African American mothers organizing for school equity and local control. Journal of Educational Change 24:2, pages 265-290.
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Sandra Leu Bonanno, Jeff Walls, Alyson L. Lavigne & Karen Washburn. (2022) Theorizing a Culturally and Linguistically Sustaining School Leadership: Exploring the Intersections of Cultural Sustenance and Care. Journal of School Leadership 33:3, pages 241-268.
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Charlene Montaño Nolan, Carolyn Brennan & Tasha Tropp Laman. (2023) Unpacking power: The role of critical reflection in preschool internship. Contemporary Issues in Early Childhood, pages 146394912311621.
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Kaitlin H. Koffer Miller, Dylan S. Cooper, Jonas C. Ventimiglia & Lindsay L. Shea. (2023) Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children. Autism Research.
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Michelle Hall, Julie Marsh & Eupha Jeanne Daramola. (2023) Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time. Teachers College Record: The Voice of Scholarship in Education 125:3, pages 350-388.
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Annabelle E. Armah, Justin A. Lavner, Fatima A. Varner & Steven R. H. Beach. (2023) Racial discrimination, depressive symptoms, and parenting in African American families. Family Relations.
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Ariel Kalil, Samantha Steimle & Rebecca M. Ryan. (2023) Trends in Parents’ Time Investment at Children’s Schools During a Period of Economic Change. AERA Open 9, pages 233285842311638.
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Nimo M. Abdi. (2021) Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders. Educational Administration Quarterly 58:5, pages 746-779.
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Charis L. Wahman, Tiffany Steele, Elizabeth A. Steed & Lisa Powers. (2022) “No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion. Children and Youth Services Review 143, pages 106678.
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Aweke Tadesse & Jin Huang. (2022) Women’s Participation in a Savings Group and Depression: a Community-Based Financial Capability Intervention in Mozambique. Global Social Welfare 10:1, pages 49-59.
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Judy Paulick, Natalia Palacios & Amanda Kibler. 2022. Research Anthology on Balancing Family-Teacher Partnerships for Student Success. Research Anthology on Balancing Family-Teacher Partnerships for Student Success
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Soo Hong, Mona H. Baloch, Katharine H. Conklin & Haeli W. Warren. (2022) Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice. Urban Education, pages 004208592211318.
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DeLean Tolbert Smith. (2022) “They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering. Journal of Engineering Education 111:4, pages 750-769.
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Matthew A. Kraft & Alexander J. Bolves. (2022) Can Technology Transform Communication Between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial. Education Finance and Policy 17:3, pages 479-510.
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Janelle T. Billingsley, Ariana J. Rivens, Bianka M. Charity-Parker, Stephanie H. Chang, Shedrick L. Garrett, Tianjiao Li & Noelle M. Hurd. (2021) Familial Mentor Support and Black Youths’ Connectedness to Parents Across Adolescence. Youth & Society 54:4, pages 547-572.
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Kaitlin K. Moran. (2020) “I’m Going to Learn, and She’s Going to Become Somebody”: Exploring the Counternarratives of Black Women on Welfare in Urban Communities. Urban Education 57:4, pages 543-570.
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Kaitlin N. Piper, Amy Elder, Tiffaney Renfro, Allison Iwan, Marizen Ramirez & Briana Woods-Jaeger. (2021) The Importance of Anti-Racism in Trauma-Informed Family Engagement. Administration and Policy in Mental Health and Mental Health Services Research 49:1, pages 125-138.
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Bethany Wilinski & Alyssa Morley. (2019) “Parent Leadership and Voice”: How Mid-Level Administrators Appropriate Pre-Kindergarten Parent Involvement Policy. Educational Policy 35:7, pages 1230-1257.
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Karen Stansberry Beard & Sara I. Thomson. (2021) Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success. Urban Education 56:7, pages 1067-1105.
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Jahneille Cunningham. (2021) "We Made Math!". Journal of Urban Mathematics Education 14:1.
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Aixa D. Marchand & Nkemka U. Anyiwo. (2020) Contextual factors shaping diverse political action: A commentary on the special issue on adolescent political development. Journal of Applied Developmental Psychology 71, pages 101212.
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Lori Delale-O’Connor, James P. Huguley, Alyssa Parr & Ming-Te Wang. (2019) Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment. American Educational Research Journal 57:5, pages 1912-1953.
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Blanca Rincón, Érica Fernández & Juanita K. Hinojosa. (2020) “I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways. Teachers College Record: The Voice of Scholarship in Education 122:9, pages 1-36.
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Linn Posey-Maddox & Anna Haley-Lock. (2016) One Size Does Not Fit All: Understanding Parent Engagement in the Contexts of Work, Family, and Public Schooling. Urban Education 55:5, pages 671-698.
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Kerry‐Ann Escayg. (2020) Anti‐racism in U.S. early childhood education: Foundational principles. Sociology Compass 14:4.
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Charles Bell. (2020) “Maybe if they let us tell the story I wouldn’t have gotten suspended”: Understanding Black students’ and parents’ perceptions of school discipline. Children and Youth Services Review 110, pages 104757.
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Linnea A. Evans, Arline T. Geronimus & Cleopatra Howard Caldwell. (2020) SYSTEMATICALLY SHORTCHANGED, YET CARRYING ON. Du Bois Review: Social Science Research on Race 16:2, pages 357-383.
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Kristin M. Rispoli, Leslie R. Hawley & Marianne C. Clinton. (2018) Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities. The Journal of Special Education 52:1, pages 39-49.
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Denise Yull & Marguerite Wilson. (2018) Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project. Journal of Black Psychology 44:2, pages 162-188.
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Quaylan Allen & Kimberly White-Smith. (2017) “That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling. Urban Education 53:3, pages 409-435.
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Angela Pons Clifford & Marisha L. Humphries. 2018. International Handbook of Early Childhood Education. International Handbook of Early Childhood Education
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Beatrice S. Fennimore. (2017) Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy. Review of Research in Education 41:1, pages 159-181.
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Summer Lynn Gainey Stanley. (2017) The Advocacy Efforts of African American Mothers of Children with Disabilities in Rural Special Education: Considerations for School Professionals. Rural Special Education Quarterly 34:4, pages 3-17.
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Judy Marquez Kiyama, Casandra E. Harper, Delma Ramos, David Aguayo, Laura A. Page & Kathy Adams Riester. (2015) Parent and Family Engagement in Higher Education. ASHE Higher Education Report 41:6, pages 1-94.
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Mary Pattillo. (2015) EVERYDAY POLITICS OF SCHOOL CHOICE IN THE BLACK COMMUNITY. Du Bois Review: Social Science Research on Race 12:1, pages 41-71.
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Susan Auerbach & Shartriya Collier. (2012) Bringing High Stakes from the Classroom to the Parent Center: Lessons from an Intervention Program for Immigrant Families. Teachers College Record: The Voice of Scholarship in Education 114:3, pages 1-40.
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Susan Auerbach. (2010) Beyond Coffee with the Principal: Toward Leadership for Authentic School–Family Partnerships. Journal of School Leadership 20:6, pages 728-757.
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Erin Mcnamara Horvat, Juliet Dileo Curci & Michelle Chaplin Partlow. (2019) Parents, Principals, and Power: A Historical Case Study of “Managing” Parental Involvement. Journal of School Leadership 20:6, pages 702-726.
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Anna Haley-Lock & Linn Posey-Maddox. (2013) Fitting It All In: The Interplay of Parental Employment and School Engagement. SSRN Electronic Journal.
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