Dissertation/Thesis Abstract

African American Parental Engagement in a Public Middle School: Contributing Factors
by McGowan-Robinson, Laura J., Ed.D., Loyola Marymount University, 2016, 157; 10155685
Abstract (Summary)

Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.

Indexing (document details)
Advisor: Dell'Olio, Franca
Commitee: Bass, Angela, Rodriguez, Ref
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 78/03(E), Dissertation Abstracts International
Subjects: African American Studies, Secondary education
Keywords: African American parents, Middle school parent involvement, Parent engagement, Parent involvement, Socioeconomically disadvantaged parents, Urban parent involvement
Publication Number: 10155685
ISBN: 978-1-369-10756-2
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