Black family engagement is the key to improving the life outcomes of young Black students (Clark, 2015; Mestry & Grobler, 2007). Recently, as a response to a need for better family engagement in K-12 education, new technologies have emerged. As educators, it is important to study the effectiveness of these new communication technologies, as well as how Black families are experiencing opportunities for engagement through them. Guided by critical race theory and capital theory, I ask: How do Black families experience opportunities for engagement with their children’s high schools through the use of communication technologies? To find this answer, in chapter one, the four fundamental areas that characterize the social contexts for engagement of Black families in urban education are explored. Chapter two then follows with a literature review composed of six emerging themes. Next, chapter three presents my researcher positionality in connection with my decision to conduct a qualitative phenomenological study about Black families. This will then be followed by the research measures and techniques. After conducting twenty-five individual interviews, two focus groups, and collecting document archives from nine school districts, the textural findings were provided in chapter four and the structural findings were provided in chapter five. Finally, chapter six combined the textural and structural experiences to convey the essence of the Black family experience within urban public high schools in the Greater Boston Area.
|Commitee:||Farinde-Eu, Abiola, Ding, Wei|
|School:||University of Massachusetts Boston|
|Department:||Urban Education (EdD, PhD)|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Educational technology, Educational leadership|
|Keywords:||Black families, Boston, Communication technology, Family engagement, Parent involvement, Urban education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be