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Getting Back to "Traditional" Education: Racialized Norms in School Governance.

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Title: Getting Back to "Traditional" Education: Racialized Norms in School Governance.
Authors: Bridgeforth, James C.1 (AUTHOR) jamescb@udel.edu, Pickett, Amanda1 (AUTHOR) alpick@udel.edu
Source: AERA Open. 1/3/2026, Vol. 12, p1-17. 17p.
Abstract: Previous research has demonstrated how policies and procedures governing community engagement within K–12 school districts can function as barriers to advancing racial equity. Much of this work suggests that K–12 school board meetings, purported to be democratic spaces of deliberation and public engagement to inform district-level policymaking, do not always serve that purpose. This qualitative study builds on this existing literature by exploring how racialized norms within K–12 school boards can shape the ways in which board members manage community engagement in contentious times. Drawing on insights from the theory of White Institutional Spaces, we describe how existing norms of order, balance, neutrality, and adherence to traditional hierarchies in school boards primarily function as ways to uphold the status quo and continue to operate to the detriment of marginalized communities. [ABSTRACT FROM AUTHOR]
Copyright of AERA Open is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Getting Back to "Traditional" Education: Racialized Norms in School Governance.
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  Data: <searchLink fieldCode="JN" term="%22AERA+Open%22">AERA Open</searchLink>. 1/3/2026, Vol. 12, p1-17. 17p.
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  Data: Previous research has demonstrated how policies and procedures governing community engagement within K–12 school districts can function as barriers to advancing racial equity. Much of this work suggests that K–12 school board meetings, purported to be democratic spaces of deliberation and public engagement to inform district-level policymaking, do not always serve that purpose. This qualitative study builds on this existing literature by exploring how racialized norms within K–12 school boards can shape the ways in which board members manage community engagement in contentious times. Drawing on insights from the theory of White Institutional Spaces, we describe how existing norms of order, balance, neutrality, and adherence to traditional hierarchies in school boards primarily function as ways to uphold the status quo and continue to operate to the detriment of marginalized communities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of AERA Open is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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