RUcore Resource Object
RUcore Resource Object
PDF-1(257.85 KB)
TitleBlack parents at predominantly white schools
NameBurke, Candice Rae (author), Boyd-Franklin, Nancy (chair), Johnson, Rita (outside member), Johnson, Rita (outside member), Rutgers University, Graduate School of Applied and Professional Psychology,
Degree Date2010-05
Date Created2010
SubjectSchool Psychology,
Education, Elementary--Parent participation--United States,
African American parents--United States,
Race relations in school management--United States,
African American parents--United States--Interviews
DescriptionAn exploratory study was conducted in order to examine the experiences of Black parents with parent involvement at predominantly White schools. Eleven interviews with Black parents were completed and analyzed qualitatively using the grounded theory approach (Corbin & Strauss, 2008) and the case study method (Yin, 2009). Parental involvement has been identified as a factor that influences student academic outcomes from preschool through high school (Henderson & Berla, 1994). Research has found Black families are more likely to be involved at home when compared to White families; however, White families are more likely to be involved at school when compared to Black families (Eccles & Harold, 1996). Since research on African American families has centered on families at racially segregated public schools, there has been little investigation of the experiences of Black families in predominantly White school settings. Given the historical context of the education of Blacks in America and parent concerns with the social and emotional development of their children within school settings, African American families at predominantly White schools may engage in parent involvement practices that do not follow the traditional framework of parent involvement accepted by schools and researched in the literature. This study revealed several themes connected to African American parent involvement at predominantly White schools. These themes were the importance of education, cross-racial tensions, parent self-efficacy, biculturalism and cultural competence. Implications for future research were discussed. Recommendations were made for Black parents, educators, school counseling personnel and school-sponsored parent organizations regarding the improvement of Black parent involvement in activities and programs at predominantly White schools.
NotePsy.D
NoteIncludes bibliographical references (p. 89-96)
Noteby Candice Rae Burke
NoteIncludes abstract
Genretheses
Persistent URLhttp://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052864
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Statistical Profile