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The qualitative journal article I have chosen to summarize is “White Parent and Caregiver
Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School”,
written by Katherine Clonan-Roy, Rhiannon Maton, Charlotte E. Jacobs, Casey Matthews,
Michael Kokozos, and Erika Kitzmiller. This qualitative study examines how different
stakeholders—such as caregivers, students, faculty, staff, and administrators—perceive and
respond to diversity, equity, inclusion, justice, and anti-racism (DEIJA) initiatives in a private K-
12 school in a major U.S. city. The research specifically focuses on the resistance to these
efforts, particularly from white caregivers, and situates this pushback within the larger national
debate over DEIJA work in schools. It also addresses the increasing opposition to such programs,
including criticisms that they promote critical race theory.
Description of Participants
In this study, the participants comprised caregivers, students, faculty, staff, and administrators
from an independent K-12 school located in a major U.S. metropolitan area. The research
particularly focused on the perspectives of white caregivers, who emerged as the most vocal and
resistant group regarding the school's DEIJA initiatives.
Research Design
Conducted between the summer of 2020 and the spring of 2022, the researchers collected data
through surveys and focus groups involving caregivers, students, faculty, staff, and
administrators at an elite, independent K-12 school in a major U.S. metropolitan area, following
a qualitative research design. This approach allowed for an in-depth exploration of participants'
experiences and perspectives regarding the school's DEIJA initiatives. The study particularly
focused on the responses of white caregivers, who were identified as the most vocal and resistant
group concerning these efforts.
Method of Data Collection
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The study utilized surveys and focus groups to collect data from the participants. These methods
involved caregivers, students, faculty, staff, and administrators from an elite, independent K-12
school in a major U.S. metropolitan area. The goal was to examine their experiences with and
perspectives on the school’s DEIJA initiatives.
Statistical Analysis
The study primarily utilized qualitative methods, including surveys and focus groups, to gather
data from the participants. The analysis focused on identifying themes and patterns in the
responses, particularly examining how white caregivers' perspectives reflected characteristics
associated with white supremacy culture. The study also explored how these perspectives posed
racial equity detours, creating an illusion of progress while obscuring ongoing racial inequity.
Results
The researchers found that white caregivers were the most vocal opponents of the school's
DEIJA initiatives. Their resistance was influenced by characteristics associated with white
supremacy culture, such as a focus on individualism and a desire for comfort. This opposition
created significant challenges for the effective implementation of DEIJA efforts within the
school community.
Opportunities for Further Research
Future research regarding this study could explore resistance to DEIJA initiatives in different
school settings, including public schools and institutions with varying demographics, to better
understand these challenges. Longitudinal studies could assess how stakeholder perceptions and
DEIJA programs evolve over time, providing insight into their long-term impact. Additionally,
examining the effectiveness of caregiver education programs aimed at reducing resistance,
particularly among white caregivers, could help develop strategies for fostering more inclusive
school communities. Comparative analyses of DEIJA implementation across schools could also
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identify best practices and potential obstacles, contributing to more effective frameworks for
equity and anti-racism work in education.
Threats to Validity
There are several threats to validity with this study. First, sampling bias is a concern since the
research was limited to one independent school in a major city, which may not represent all
schools. Self-selection bias is also an issue, as participants with strong opinions on DEIJA likely
skewed the results. Social desirability bias could have affected responses, especially on sensitive
topics like race, with participants providing socially acceptable answers rather than their true
views. Researcher bias is another potential threat, as the researchers’ perspectives could
influence data interpretation. Lastly, the timing of the study, during a period of heightened
political and social tension, might have shaped participants' responses. Addressing these issues is
key to improving the study’s validity.
Insights/Criticism
The study offers valuable insights into the challenges of implementing DEIJA initiatives,
especially with resistance from white caregivers. However, one significant criticism is its limited
scope, as it focuses on just one school in a major city, which may not represent broader attitudes
toward DEIJA in other schools.
Implications of Findings
The study’s findings suggest that resistance from white caregivers can hinder the success of
DEIJA initiatives in schools. This implies that schools need to focus on educating and engaging
caregivers to foster support for these efforts. Effective communication strategies and trust-
building are crucial to overcome resistance. The study also highlights the need for further
research on navigating resistance in diverse educational settings.
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References
Jacobs, C., Kallio, J., Clonan-Roy, K., Clonan-Roy, K. “Katie,” Maton, R., Jacobs, C. E.,
Matthews, C., Kokozos, M., & Kitzmiller, E. (2023). White Parent and Caregiver
Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent
School. Teachers College Record, 125(7/8), 77–109.
https://doi.org/10.1177/01614681231199558
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