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"On a Risky Slope of Democracy": Racialized Logics Embedded in Community–School Board Interactions.

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Title: "On a Risky Slope of Democracy": Racialized Logics Embedded in Community–School Board Interactions.
Authors: Daramola, Eupha Jeanne1 (AUTHOR) daramola@ucsb.edu, Enoch-Stevens, Taylor2 (AUTHOR), Bridgeforth, James C.2 (AUTHOR), Nkansah-Amankra, Akua3 (AUTHOR)
Source: Educational Evaluation & Policy Analysis. Sep2024, Vol. 46 Issue 3, p506-533. 28p.
Subject Terms: *School board members, *School boards, Representative government, Corporate meetings, Institutional logic
Abstract: As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism. [ABSTRACT FROM AUTHOR]
ISSN:01623737
DOI:10.3102/01623737231175166