Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Counseling

Date of Defense

4-17-2026

Graduate Advisor

Phillip Waalkes, Ph.D.

Committee

Emily Brown, Ph.D.

Mary Edwin, Ph.D.

Yuima Mizutani, Ph.D.

Abstract

Black parents of Black children attending K–12 predominantly White institutions (PWIs) often experience stress as they navigate school environments where they may be perceived as uninterested, combative, or “token” members of the school community. These deficit-based perceptions can cause Black parents to limit school interactions, question whether their perspectives will be valued, and develop distrust toward school personnel. Although research has examined Black students’ experiences in PWIs, fewer qualitative studies have centered on Black parents’ stories. Capturing these experiences in parents’ own words helps challenge harmful stereotypes and offers schools, especially school counselors, deeper insight into strengthening relationships with Black families. This study explored Black parents’ experiences while their children attended K–12 PWIs and examined the role school counselors played. Narrative Inquiry guided data collection, while counter-storytelling and Ecological Systems Theory informed data analysis.

Three major themes emerged: (1) Engagement, (2) Culturally Visible vs. Invisible, and (3) The School Counselor’s Role. Additional subthemes and sub-subthemes were also identified. Findings supported prior research while offering new insight into Black parents’ experiences at PWIs. Participants’ recommendations highlighted ways schools and Black parents could build stronger partnerships. Results also suggested that school counselors and counselor educators can use these findings to improve family engagement, strengthen comprehensive school counseling programs, and better prepare future school counselors to support Black families.

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