2016/06/14 by Filiberto Barajas-López, Ann M. Ishimaru · 1 citation
Social Sciences · #Diverse Education Studies and Reforms #Parental Involvement in Education #School Choice and Performance
paper · doi:10.1177/0042085916652179
crossref issued 2016/06/14 · crossref published 2016/06/14 · crossref published-online 2016/06/14 · openalex publication_date 2016/06/14 · crossref created 2016/06/15 · crossref published-print 2020/01/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric “parent involvement” activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a “place” for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.