Communication versus Compliance: African-American Parents’ Involvement in Special Education

Elizabeth Harry, Norma Allen, Margaret Mclaughlin

Research output: Contribution to journalArticle

106 Citations (Scopus)

Abstract

A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students’ documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.

Original languageEnglish (US)
Pages (from-to)364-377
Number of pages14
JournalExceptional Children
Volume61
Issue number4
DOIs
StatePublished - 1995
Externally publishedYes

Fingerprint

Special Education
special education
African Americans
Compliance
parents
Parents
Communication
communication
participation
Interviews
district
Students
examination
lack
interview
school
American
student

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Communication versus Compliance : African-American Parents’ Involvement in Special Education. / Harry, Elizabeth; Allen, Norma; Mclaughlin, Margaret.

In: Exceptional Children, Vol. 61, No. 4, 1995, p. 364-377.

Research output: Contribution to journalArticle

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