Educational Success for Black Children in the Public School System: Parent Participation and Community Empowerment

  • Alison TaysumEmail author
  • Carole Collins Ayanlaja
Living reference work entry


The qualitative case study taking a social constructivist approach draws on interviews with 26 parents of 24 Black children in the United States. The case study addresses the professional challenge that Black children experience significant school achievement challenges not experienced by White children. The research identifies this as a global phenomenon. The United States currently has 24.32% of the $72 trillion-dollar global economy with the next nation state being China with 14.84%. US economic dominance in world markets and influence on policy mobilization through foreign aid and loan have resulted in unrivaled power in world affiars and growing globalization of world politics. Therefore successful innovative strategies to eliminate the Black-White achievement gap implemented in the United States are more likely to have a multiplier effect on the international social justice agenda for human evolution through policy mobilization than any other national agenda. That is why this research is key to this international handbook for social justice. The case study findings reveal that (a) networks of dominant cultures within public school systems construct identities that do not include Black capital; (b) without recognition of Black capital, parents of Black children are unable to advocate for their children’s educational success and smooth transitions into college and the labor market access to middle-class benefits; and (c) this reduces Black young people’s objective chances of gaining elite leadership and policy making positions in the US institutions. We present an innovative strategy and Model of Participation and Community Empowerment to eliminate the Black-White achievement gap. Further research for proof of concept is required and if successful mainstreamed in the United States for optimum impact on eliminating the Black-White achievement gap as an international social justice phenomenon.


Inclusion Respect Multicultural education systems Innovation 


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of LeicesterLeicesterUK
  2. 2.Eastern Illinois UniversityCharlestonUSA

Section editors and affiliations

  • Khalid Arar
    • 1
  • Kadir Beycioğlu
    • 2
  1. 1.Faculty of EducationAl-Qasemi Academic College of EducationBaqa ElgharbiyaIsrael
  2. 2.Faculty of Education at Buca, Department of Division of Educational AdministrationDokuz Eylul UniversityIzmirTurkey

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