“Life happens, which is a big
challenge with families trying
to balance the needs of their
own home and the needs of
the school community.”
of the school community. The system also
knows this and counts on this to maintain its
comfort with its dysfunction.
Now, let’s hear from Craig (not his real
name), a middle-class African American
father of two elementary-age children in
the same progressive urban school district.
Craig has been involved in parent leadership
work in this district since late 2016.
Q: How long have you been doing the
parent leadership work you are doing and
what is it?
A: Currently, I serve as the co-chair of the
Parent Advisory Committee for Progressive
USD. We are an assembly of parents from
each school in the district, tasked to repre-
sent parents “in an advisory capacity on mat-
ters pertaining to district finances.” I have
most recently been appointed to the Super-
intendent’s Budget Advisory Committee.
I have been in parent leadership for less
than a year, but I’m gaining momentum. I
don’t mean in regards to fancy titles or open
doors, but rather what can be done within
those doors to improve our position. It’s like
learning a new language; you have to fully
immerse in order to learn how to best serve
the community and fully understand the
way things are, so you can articulate why
they can never be allowed to stay that way.
I keep our children, the children of Eng-
lish learners and children identified as spe-
cial ed in the conversation from a human
perspective. I make sure they aren’t just seen
as numbers. I push for the goal of excellence
in education for the underserved. As things
are today, they are being set up for failure in
life. That can’t be allowed to continue.
18
Leadership
Q: What motivated you to start? Was
there one specific instance?
A: From the moment I first saw the num-
bers for the education achievement gap by
race in my children’s school district, I have
been a more active parent; first at their
school and now at the district level. My
stomach turned. My jaw tightened. I felt
disgusted and disoriented. I moved my chil-
dren to Prog ressive USD for a progressive
education, thinking they would be working
toward social change.
Moving them, the faces changed, but be-
hind closed doors, things stayed the same.
I understood now what I didn’t as a child.
Because I was marked as gifted, I had expo-
sure to a higher level of education than most
of my friends in the same district. Although
some teachers tried to discourage me and
derail me from “the track” along that jour-
ney, I still had the exposure and therefore a
better foundation; an opportunity for a bet-
ter life. Some of my friends weren’t so fortu-
nate. I could see the full picture now. Once
you see it, it’s hard to ignore.
I could move my children out of the dis-
trict, but would things be different any-
where else in America? Probably not. One
day I may move my children away if I learn
of better schools. But, meanwhile, I won’t sit
back and accept the way things are without
a fight. I will fight for our children until my
last breath.
Q: What do you “give up” to do the
amount of parent leadership work that you
do? Please share why that sacrifice matters.
A: The main things I give up are time and
energy, but I give them up freely, without
hesitation. Change is possible, but it takes
commitment. When I say to myself that I
want to be the best father I can be, this is a
part of that commitment. I have to protect
my children from the malicious elements
within the education system. That takes
time and energy. It takes devotion. It takes
bravery. It takes unity. It takes strategy.
What are you living for? Most people
answer that question by saying they’re liv-
ing for their children. If you honestly believe
that to be true, you need to make the time to
defend them. You need to hold schools and
teachers accountable. You need to hold your-
self accountable.
Q: As an African American parent, what
are the main obstacles you face in doing this
work?
A: Two things: the “Where are the Black
fathers?” question and the myth of “the
angry Black man.”
I don’t know if this is happening in anyone
else’s schools, but at mine, White women
who paint themselves as allies have grown
far too comfortable declaring that more
Black men aren’t in the room. My internal
response is, “Where is your husband?”
Traditionally these spaces have been dom-
inated by women, have they not? Their goal is
to perpetuate the “absent Black father” nar-
rative. Here is something they need to un-
derstand: Being absent from a room full of
people who we don’t trust does not equate to
being absent from the lives of our children.
I have had the honor and privilege to meet
many intelligent, passionate, articulate Black
fathers along my journey. We need to unite
and form our own forum locally for the nour-
ishment, elevation and protection of our peo-
ple. I see that happening in the near future.
From a village perspective, each of us rep-
resents a lot more children than our own. Do
not concern yourself with the quantity in at-
tendance. Pay respect to the quality of what
is being said. This Black father is here with
you today. Give him the respect he deserves.
And this needs to be said too: When it
comes to important matters in schools, how
things proceed often comes down to a vote.
I’ve been let down in that regard, even when
voting on matters concerning equity.
Being the only Black man fighting for
young Black boys and girls has left me lit-