Teacher Identity Beliefs Among Homeschool Parents.
Location
Boston 2&3
Session Format
Presentation
Abstract
This research explores how Black homeschooling parents develop teacher identities through alternative educational pathways. Drawing on research in teacher identity development, parental involvement, and culturally responsive pedagogy, the study situates Black parents’ experiences within broader theoretical and social contexts. The study includes frameworks such as the Hoover-Dempsey and Sandler Model and employs concepts from Critical Parental Engagement and Critical Race Theory. Through analysis of existing studies the author demonstrates that Black homeschooling parents construct educator identities by expanding parental roles, fostering self-efficacy, and intentionally providing culturally affirming instruction. The findings highlight advocacy, asset-based pedagogies, and reflective practice as central to this teacher identity formation. The presentation will conclude with recommendations for supporting Black homeschooling families, insights on technology integration, and implications for educational policy and practice that honor the agency and expertise of Black parent-educators.
Keywords
Teacher Identity, Homeschooling and Asset-Based Pedagogies
Professional Bio
Dr. Meca Williams-Johnson is the Associate Dean for the College of Education at Georgia Southern University. She supports research initiatives and faculty development. Williams-Johnson has committed much of her teaching, research, and service to assisting families in exploring educational options. Specifically in her research are investigations of emotions and critical race issues, parents' motivation on school choice options, and African American schooling and/or homeschooling experiences.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Williams-Johnson, Meca, "Teacher Identity Beliefs Among Homeschool Parents." (2026). Georgia Educational Research Association Conference. 67.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/67
Teacher Identity Beliefs Among Homeschool Parents.
Boston 2&3
This research explores how Black homeschooling parents develop teacher identities through alternative educational pathways. Drawing on research in teacher identity development, parental involvement, and culturally responsive pedagogy, the study situates Black parents’ experiences within broader theoretical and social contexts. The study includes frameworks such as the Hoover-Dempsey and Sandler Model and employs concepts from Critical Parental Engagement and Critical Race Theory. Through analysis of existing studies the author demonstrates that Black homeschooling parents construct educator identities by expanding parental roles, fostering self-efficacy, and intentionally providing culturally affirming instruction. The findings highlight advocacy, asset-based pedagogies, and reflective practice as central to this teacher identity formation. The presentation will conclude with recommendations for supporting Black homeschooling families, insights on technology integration, and implications for educational policy and practice that honor the agency and expertise of Black parent-educators.
