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Educational Success for Black Children in the Public School System: Parent Participation and Community Empowerment

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Handbook on Promoting Social Justice in Education

Abstract

The qualitative case study taking a social constructivist approach draws on interviews with 26 parents of 24 Black children in the United States. The case study addresses the professional challenge that Black children experience significant school achievement challenges not experienced by White children. The research identifies this as a global phenomenon. The United States currently has 24.32% of the $72 trillion-dollar global economy with the next nation state being China with 14.84%. US economic dominance in world markets and influence on policy mobilization through foreign aid and loan have resulted in unrivaled power in world affiars and growing globalization of world politics. Therefore successful innovative strategies to eliminate the Black-White achievement gap implemented in the United States are more likely to have a multiplier effect on the international social justice agenda for human evolution through policy mobilization than any other national agenda. That is why this research is key to this international handbook for social justice. The case study findings reveal that (a) networks of dominant cultures within public school systems construct identities that do not include Black capital; (b) without recognition of Black capital, parents of Black children are unable to advocate for their children’s educational success and smooth transitions into college and the labor market access to middle-class benefits; and (c) this reduces Black young people’s objective chances of gaining elite leadership and policy making positions in the US institutions. We present an innovative strategy and Model of Participation and Community Empowerment to eliminate the Black-White achievement gap. Further research for proof of concept is required and if successful mainstreamed in the United States for optimum impact on eliminating the Black-White achievement gap as an international social justice phenomenon.

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Author information

Authors and Affiliations

  1. University of Leicester, Leicester, UK

    Alison Taysum

  2. Eastern Illinois University, Charleston, IL, USA

    Carole Collins Ayanlaja

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  1. Alison Taysum
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  2. Carole Collins Ayanlaja
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Correspondence to Alison Taysum .

Editor information

Editors and Affiliations

  1. Comparative & International Education and Leadership, Soka University of America, Aliso Viejo, CA, USA

    Rosemary Papa

Section Editor information

  1. Faculty of Education, Al-Qasemi Academic College of Education, Baqa Elgharbiya, Israel

    Khalid Arar

  2. Faculty of Education at Buca, Department of Division of Educational Administration, Dokuz Eylul University, Izmir, Turkey

    Kadir Beycioğlu

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Taysum, A., Ayanlaja, C.C. (2020). Educational Success for Black Children in the Public School System: Parent Participation and Community Empowerment. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_28-1

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  • DOI: https://doi.org/10.1007/978-3-319-74078-2_28-1

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