Professionalism and Parents
A New Frame for Color-Blind Racism in Schooling
Bibliographic Data
| ID | 2370739 |
|---|---|
| Authors | Kimberly Lechasseur (0000-0003-2259-6207, Worcester Polytechnic Institute, corresponding author), Charles Dt Macaulay (0000-0003-1672-6108, University of Connecticut), Erica Fernandez (0000-0001-5655-3200, Miami University) |
| Year | 2020 |
| Volume | 46 |
| Issue | 7-8 |
| Pages | 1075-1091 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0896-9205 • E-ISSN: 1569-1632 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0896920520934173 |
| OpenAlex | W3036376550 |
| Language | EN |
| Citations received | 4 |
| References cited | 52 |
This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers' individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents' rights to judge education as a public good
Oppression · Pedagogy · Political science · Politics · Public relations · Racism · Sociocultural evolution · Sociology · Teacher education · White privilege · Critical Race Theory in Education · Gender Studies · Law · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Manufacturing Consent
Teacher identity and agency in an era of accountability
Challenging beliefs about cultural diversity in education
Beyond ‘what works’
The Value of Hard Work
On social movements and culture
Black Reconstruction in America
White Women, Race Matters
The what, why, and how of culturally responsive teaching
“I Am Not a Racist But…”
Beyond cultural competence
"Mexican Americans Don't Value Education!" On the Basis of the Myth, Mythmaking, and Debunking
Being a Good Teacher of Black Students? White Teachers and Unintentional Racism
Responses to including parents in teacher evaluation policy
Research and Multi-cultural Education
Measure for Measure
Unpacking Everyday “Teacher Talk” About Students and Families of Color
Recent Trends in Intergovernmental Relations
Tensions in Multicultural Teacher Education Research
Improving Public Schools Through the Dissent of Parents
Racism without Racists
The Importance of Presence
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
Multifocal Educational Policy Research
Ethnic Education Should Undertake the Major Historic Task of Ethnic Unity and the Possibility of and Explorations into the Localization of Diversified Education
Framing, Agenda Setting, and Priming
Toward a Theory of Culturally Relevant Pedagogy
Preparing Teachers for Culturally Diverse Schools
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
Establishing Teaching as a Profession
Aggressive and Tender Navigations
Argumentation in Educational Policy Disputes
Parents Who Get What They Want
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |