The purpose of this study is to hear the voices, life experiences and lobbying practices of four African American educational lobbyists and their role in lobbying for education. There is a void where the voices of African American educational lobbyists are limited. They are almost non-existent due to past practices in the nation’s history that ensured African Americans would have no representation at the decision making table. As a result, we have not heard the voices of African American educational lobbyists in the 21st century, nor do we know how they feel about their ability or inability to influence and impact educational decisions.
This study provides a snapshot of how African American educational lobbyists describe their personal characteristics; how African American educational lobbyists exercise and interpret their acts of lobbying; and how these African American educational lobbyists describe their influence or impact on education. Findings from the study reveal that African American educational lobbyists believe that they can influence and impact educational policy despite unique challenges they face.
New findings from the voices of the African American educational lobbyists reveal that they benefit from a reaper, are immersed in a dual credibility standard and utilize reverse interest convergence as they Navigate the System. In order to be effective, have the ability to impact and influence and focus on African American achievement, there are avoidance factors in lobbying that should be employed in order to establish a New Lobby
