Introduction:

Reflect on your last visit to your child’s school. Did you feel welcomed, understood, respected? Imagine walking into your child’s school and feeling like an outsider in a community that should feel like home. If this is not your reality, then you likely have the opportunity to call out your school, its leaders, and teachers when you witness a parent/caregiver being mistreated or dismissed. While schools loudly proclaim the value of parental engagement, the truth often starkly contrasts with their claims. This isn’t just a critique; it’s a wake-up call to confront the inequities behind parental engagement in schools.

The Irony of Open Doors:

The irony of the open-door policy lies in its fundamental premise. Parents, as taxpayers and stakeholders in the educational system, shouldn’t need an ‘open door’ to access a space that is inherently theirs to share. This policy, ostensibly designed to welcome, often operates under a veneer of inclusivity, masking the underlying realities of racial and cultural divides. It perpetuates a superficial form of engagement, failing to address the ingrained biases and lack of cultural humility that lead to the marginalization of diverse families.

This inclusion divide, transcending language and skin color, is rooted in a deeper disconnect. It reflects a system that values certain cultural norms and languages over others, creating an environment where families must navigate a landscape of subtle yet pervasive barriers. These barriers are not just physical or linguistic; they are embedded in the attitudes, communications, and practices within the school system, reinforcing a hierarchy of parental involvement based on race and culture.

In essence, the myth of open doors in schools is a reflection of a larger societal issue where inclusivity is often proclaimed but seldom practiced. It calls for a reevaluation of what true engagement and participation mean, demanding a shift from superficial policies to genuine, equitable involvement of all families in the educational community.

Findings from My Research on Black Girls and Their Families:

In my research focusing on the experiences of Black girls in the educational system, several troubling themes emerged, highlighting the pervasive impact of respectability politics and racial bias on how their parents were also treated in their child’s school. One notable finding was the scrutiny of parents’ appearances and behaviors, which often led to unfair judgments and exclusion.

A recurring comment from the school secretary was, “Her mom comes here in a head wrap and crocs, like she just rolled out of bed. It’s unpresentable and unladylike.” This statement reflects a deep-seated bias against cultural attire and a misunderstanding of Black familial norms, where such attire is not indicative of neglect or lack of involvement but rather a part of cultural identity.

Another concerning observation was the interpretation of non-verbal cues, as evidenced by one child’s teacher, “Her dad comes up here and doesn’t make eye contact with anyone; he always looks suspicious.” This kind of racial profiling within schools contributes to a hostile environment for Black families, discouraging their involvement and perpetuating stereotypes. Whether these parents knew they were being judged or not, they could feel it. You can always feel when others think you do not belong.

Furthermore, my study revealed a disconnect between schools’ attempts at inclusivity and the realities of Black families. Statements like, “We invite them [Black families] to our open houses, we even have pizza,” fail to recognize the systemic barriers such as lack of transportation or conflicting work schedules that prevent these families from participating. This oversight demonstrates a lack of empathy and understanding of the challenges faced by working-class Black families.

What Other Research Says:

Research findings of scholars like Jennifer L. McCarthy Foubert make it evident that the concept of ‘open-door policies’ in schools is not just insufficient but also misleading, particularly for BIPOC families. Foubert’s introduction of ‘Racial Realist Parent Engagement,’ inspired by Derrick Bell’s racial realism, challenges the traditional narrative of parental involvement. It acknowledges the resilience of Black parents who navigate and resist antiblackness in educational settings, recognizing racism as an enduring element of the schooling experience. This perspective demands a rethinking of parent engagement, especially for Black and Brown families, urging the implementation of comprehensive racial justice policies in education.

Furthermore, the exacerbated educational inequities faced by Black parents of autistic children, as highlighted in another study, underscore the systemic barriers in engagement and accommodation. These parents’ experiences, starkly different from those of white parents, call for a significant overhaul in policy and practice to ensure equitable treatment and opportunities for Black autistic students and their families. In this context, the idea of needing an ‘open door policy’ for parental involvement is not just inadequate; it’s a reflection of a deeper systemic failure. My research aligns with these findings, revealing that true engagement goes beyond mere physical access to schools. It involves creating an environment where all parents, irrespective of their racial or cultural background, are inherently recognized as valuable contributors to their children’s education.

The path forward requires schools to move beyond superficial inclusivity measures. It necessitates a systemic shift in attitudes and practices, ensuring that parental involvement is not a privilege granted by policy but a fundamental right. This change is crucial for building an educational system where every parent, especially those from historically marginalized communities, can engage in their child’s education in a meaningful, respected, and equitable manner.

Conclusion:

Now, I am definitely not advocating for parents to be in their child’s classroom every single day. That’s not practical, nor is it beneficial for the educational environment. However, what I am emphasizing is that the notion of needing an ‘open door policy’ to be a part of the school community or to engage in your child’s educational journey is fundamentally flawed.

Parents, especially those from marginalized communities, should not have to rely on a policy to grant them access to a space that is intrinsically theirs by virtue of their role in their children’s education and their contribution as taxpayers. Engagement in a child’s education should be a seamless, natural part of the school culture, not a privilege granted at the discretion of the institution.

True inclusivity in education means moving beyond token gestures and superficial policies. It involves creating an environment where all parents, regardless of their background, feel inherently valued and welcomed, and where their involvement is seen as a vital component of the educational ecosystem. This shift requires a deep, systemic change in how schools view and interact with parents, ensuring that every family has an equal opportunity to contribute to and enrich the school community.