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NAVIGATING BARRIERS AND BUILDING BRIDGES: AFRICAN AMERICAN PARENTAL INVOLVEMENT IN EDUCATION

Cherry Jr, Melvin Clark (2024) NAVIGATING BARRIERS AND BUILDING BRIDGES: AFRICAN AMERICAN PARENTAL INVOLVEMENT IN EDUCATION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Many researchers have studied parental involvement in education; however, there is limited knowledge regarding how African American parents are involved in the educational
journeys of their high school age children. This qualitative study examined formal and informal forms of African American parental involvement in children’s education and the barriers to and facilitators of parental involvement. I analyzed data collected in 2018 from parents of African American high school students who participated in one of five partnering organizations in Western Pennsylvania. The sample consisted of 30 parents of African American high school students. Qualitative content analysis was used to identify codes and themes. The participating parents more often mentioned ways in which they engaged in their children’s education than
barriers or facilitators. Most often they described home-based involvement strategies; school-based strategies and academic socialization also were discussed. The parents most often engaged in what can be considered traditional forms of home-based involvement, wherein they focused on supporting their children’s learning and academic success outside of school by providing structure for schoolwork completion and by offering resources and activities designed to be
intellectually stimulating. This emphasis on home-based involvement is consistent with the contingency that African American parents tend to be more involved in activities at home where they have greater influence and control. Moreover, through what I describe as both positive and negative messaging, the parents were intentional with their communication with their children about their educational expectations. The parents believed they were encouraging their children to value education and aspire to be successful. The parents also expressed their desire to have
proactive communication with school officials, with each party being able to initiate communication. And they wanted regular communication with school personnel, not just when
there were problems. Racialized involvement strategies were identified, although this occurred less frequently than anticipated perhaps because the children were participating in programs specifically for African American youth. These findings hold important implications for educational practice and future research.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Cherry Jr, Melvin Clarkmcc59@pitt.edumcc59
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairGunzenhauser, Michael G.mgunzen@pitt.edu
Committee MemberDelale O’Conner, Lori A.lori.delale-oconnor@pitt.edu
Committee MemberHuguley, James P.HUGULEY@pitt.edu
Date: 28 August 2024
Date Type: Publication
Defense Date: 20 June 2024
Approval Date: 28 August 2024
Submission Date: 20 August 2024
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 93
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Parental involvement African American parents Education High school students Qualitative study Formal and informal involvement Barriers and facilitators Home-based involvement School-based strategies Academic socialization Traditional involvement Educational expectations Communication Racialized involvement strategies Educational practice Parent engagement
Date Deposited: 28 Aug 2024 15:44
Last Modified: 28 Aug 2024 15:44
URI: http://d-scholarship.pitt.edu/id/eprint/46948

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