Rural and black families may support their child's education in ways that differ from middle-class norms.
Get full access to this article
View all access options for this article.
References
1.
DantasM.L.ManyakP.C. (2010). Home-school connections in a multicultural society: Learning from and with culturally and linguistically diverse families.New York, NY: Routledge.
2.
GayG. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
3.
GibsonP.A. (2005). Intergenerational parenting from the perspective of African-American grandmothers. Family Relations, 52 (2), 280–297.
4.
IrvineJ.J. (2003). Educating teachers for diversity: Seeing with a cultural eye.New York, NY: Teachers College Press.
5.
KohliR. (2009). Critical race reflections: Valuing the experiences of teachers of color in teacher education. Race, Ethnicity, and Education, 12 (2), 235–251.
6.
MorrisJ. (1999). A pillar of strength: An African-American school's communal bond with families and community sinceBrown. Urban Education, 33 (5), 584–605.
7.
MorrisJ.E.MonroeC.R. (2009). Why study the U.S. South? The nexus of race and place in investigating black student achievement. Educational Researcher, 38 (1), 21–36.
8.
ScannapiecoM.JacksonS. (1996). Kinship care: The African-American resilient response to family preservation. Social Work, 41 (2), 190–196.
9.
Siddle-WalkerV. (1996). Their highest potential: An African American school community in the segregated South.Chapel Hill, NC: University of North Carolina Press.
10.
Siddle-WalkerV. (2000). Valued segregated schools for African-American children in the South, 1935–1969: A review of common themes and characteristics. Review of Educational Research, 70 (3), 253–285.
