The purpose of this study was to better understand the impact of parental involvement as minority students access information while preparing for college. Two qualitative questions formed the foundation of this study: 1. How does parental involvement contribute to minority students’ access to TRIO? 2. What roles do minority parents play in their children’s education while they are enrolled in TRIO? Participants of this study were minority parents whose children were enrolled in TRIO. In total, 9 minority parents participated in this study – 67% Hispanic, 22% Pacific-Islanders, and 11% Native-American. To collect data a semi-structured interview was used; interviews were face-to-face and lasting approximately one hour. Three themes emerged from participants’ interview: 1) passive parental involvement; 2) the impact of TRIO, and 3) active parental involvement. Examples and a further explanation of each theme are described in the results chapter of this thesis.
|Commitee:||Michels, Vicki, Nusland, Melissa, Spooner, Dionne|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Secondary education|
|Keywords:||College preparatory programs, Minority parental involvement, Minority students, Minority students access to college, Parental involvement, Trio Upward Bound|
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