Doctor of Philosophy, Miami University, 2023, Educational Leadership

This qualitative study illuminates the counter-narratives of four Black Family Engagement Coordinators (FECs) with an explicit commitment to working with Black Families in K-12 public school spaces. This study was designed to explore how Black FECs describe and negotiate their role as a cultural broker and shed light on the approaches that they have utilized to support Black families in the public school system. This study aims to explore the range of experiences FECs have had in attempting to work in solidarity with Black families and public school systems. I will utilize Black feminist theory, intersectionality, kinship, and othermothering as a lens to explore the contextual, historical, and psychological factors that may inform the way that Black families advocate on behalf of their child's education and the ways in which FECs support Black families. This study will employ a qualitative methodology through the use of community-engaged research (CER) and the formation of an Affinity Learning Space (ALS) to surface counter-narratives of FECs. The ALS was intentionally and strategically formed to provide a collaborative learning and healing space for Black FECs, working in a formal family engagement role, who are charged with engaging and supporting families in public schools. This study concludes with a discussion and analysis of the Affinity Learning Space, limitations, and recommendations for how to support cultural brokers committed to this labor of love.

Committee: Michael Evans (Committee Chair); Lisa Weems (Committee Member); Ganiva Reyes (Committee Member); Judy Alston (Committee Member); Erica Fernandez (Committee Member) Subjects: Education; Educational Leadership