The Delicate Relationship Between Black Fatherhood and Educating Children with Special Needs
There is a unique bond between fathers and sons, especially when they each must navigate through an educational system where they are both equally and extremely underrepresented. Bobby Frazier, a black male in Dekalb County, GA, represents 2% of black male educators in this country. His son, Bobby Jr. a black male student in Dekalb County, represents nearly 2% of male students who have been diagnosed with Autism, according to the Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP).
During Autism Awareness Month, I interviewed Mr. Frazier to
learn more about his unique perspective as a father, autism advocate, and
one of few black male educators in the nation, in order to tell the story
of the amazing bond that he and his son share. According to author Chandra
Whitfield, the 2 percent of those who represent black male educators in
America does not reflect how significant they are to our students-especially
young black boys.
She highlights the impact that regular exposure to a
positive black man can have on these students in her article, Only Two
Percent of Teachers are Black Men, Yet Research Confirms They Matter.
Although black male educators have been considered rarity, Bobby Jr. is
one of the lucky young black boys who have access to one of the few 2%
black male educators as both a role model and father.
A 2011 study of subjective quality of life for parents of
children with autism spectrum disorders, revealed that fathers who raise a
child with autism reported higher levels of stress, parenting issues, and less
life satisfaction than a father raising a child without the autism
disorder. However, Bobby expresses, “I have always been an advocate of
children who faced these types of challenges.” Bobby discovered earlier on
as a teacher that he had a purpose to work with kids with autism.
“As father and son, the one thing that is key to the bond
that Bobby and I share is understanding and acknowledging what’s important
to him. He loves a lot of things and so the first step is allowing his
love of things not to get too out of hand, but also cultivate that love.
We make it a point to have family time and outings so that he develops
naturally in terms of his education so that he understands that school is not
just inside a building.” Bobby emphasizes that he plays and talks with his son
as though he is a regular nine-year-old kid. “I must be mindful that
he is very smart yet at the same time realize that he does have a disorder. He
has started to develop at a normal rate in terms of his understanding of
right and wrong and how to control his impulses and we must constantly
remind him about how to control them. He attends therapy for his disorder,
and we attend with him to ensure we can implement some of the things there are
suggesting and using.” According to the CDC, Dekalb and Gwinnett
counties have approximately 24,113 children who are around 8 years of age.
41% of students are black and 27% of students are white. Autism Spectrum
Disorder (ASD) in Georgia reflects that boys are four times
more likely to test positive. However, there is very little difference in
how ASD impacts black boys and white boys. When asked why it is important
for him to advocate for autism awareness, especially as an educator of
color, Mr. Frazier shared how he became involved prior to knowing that his
son would even be diagnosed.
“It was something that GOD had prepared me for three years
prior to Bobby being born.” He previously worked at a high school called
Gables Academy (which catered to kids with autism/on the spectrum and many
other disabilities). He also believes that best practice for increasing success
for our children is to ensure that, “they have entrance into mainstream
society.”
In the 2018, study of African American Fathers Raising an
Autistic Child, author Shannon Latoya Burns-Darden concluded that there
was very limited research on this perspective. However, through her findings
and research, she confirmed that fathers felt there was a lack of autism
knowledge and awareness specifically in the African American communities.
Bobby attributes much of his success with his son by first educating
himself, and encouraging others to do the same as well as to advocate for
Autism Awareness. Additionally, as an educator, advocate, and parent Bobby
is appreciative of the role that community engagement plays in providing the
much-needed support for him and other families that are navigating through
this process. “As we prepare our kids for the real world, we must ensure that
they are given every opportunity, the right tools, and support so that
they can thrive in doing what they love.” Bobby describes the most
efficient method in establishing this support system is to, “[offer] the community
more information as well as classes for those who wanted to be informed. There
are many opportunities and events to be a part of showing your support,
but even seeking out a family who is dealing with the disorder and build a
relationship with them. Volunteer at schools and spend time talking with a
child who has the disorder.
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