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Toxic World for Chocolate Skin: Black Educator-Parents and the Layers of Racism They Navigate

  • Author(s): Johnson, Tanisha L
  • Advisor(s): Kohli, Rita
  • et al.
Creative Commons 'BY' version 4.0 license
Abstract

There has been a consistent trend in the last twenty years where Black children “continue to lack equal access to a high-quality education and still lag far behind their white peers in reading and math proficiency, high school [graduation] rates, and college completion” (Obama, 2012). Also in the current state of education for Black children, we see disproportionate discipline and SPED identification levels. The perspectives of Black educator-parents are highlighted to answer the following: (a) What are the unique layers of racialization and racism that Black educator-parents navigate in the K–12 educational system? and (b) What are the strategies Black educator-parents employ to navigate and resist the racialized context of schools on behalf of their children? Through the use of Critical Race Theory to ground the study, the analysis shows that while Black educator-parents address racist ideologies and practices in their home communities and school, they can also resist and navigate these stressors in the schooling system. This study has implications for teaching, teacher education, and schooling to benefit the trajectory of education for Black children.

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