African American Parents With Children With Disabilities: Gathering Home–School Reflections

African American families are multidimensional entities that change over time. This is particularly true when there is a child with a disability in the family. The communication and interaction of the family and parents with the teachers and school in which their child receives special education services are of crucial importance. The goal for all is a relationship based on equity and parity, but research indicates that often this is not the case for African American parents who have a child with a disability. Based on a review of the literature focused on African American parents with a child with a disability and their sense of alienation from their child’s school, a questionnaire is presented in which parents reflect on the barriers in five categories identified in the literature (e.g., personal concerns, work concerns, lack of interest, logistical concerns, teacher/parent relationships) that may impede the development of a professional partnership with those who provide special education services to their child. The questionnaire is presented and suggestions for its usage are provided.

Becoming a more culturally responsive teacher by identifying and reducing microaggressions in classrooms and school communities

Purpose There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally responsive by guiding them in how to recognize and respond to microaggressions in their daily interactions with students, colleagues, and parents. Design/methodology/approach Microaggressions have been defined as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”. Findings When classroom interactions contain microaggressions, students are damaged in both seen and unseen ways. Interactions between teachers, students and parents afford powerful occasions to analyze classroom communication and provide windows into the nature of student–student, student–teacher and teacher–parent relationships. Practical implications Regardless of where, when, why or how they occur, these interactions provide brief opportunities for culturally responsive teachers to demonstrate that they respect their students’ home and community cultures, accept who their students are and honor the education that they receive both inside and outside of school. Social implications Becoming more adept at recognizing and addressing microaggressions is one way that teachers can become more culturally responsive. For students, being able to identify and respond more effectively to microaggressions creates greater opportunities for all students to think critically and engage in social action. Originality/value This paper presents an original viewpoint on identifying and reducing microaggressions in classrooms and school communities.