Dissertation/Thesis Abstract

"Our Kids Aren't Attending": Perceptions of School Leaders and African American Parents/Guardians Towards Student Chronic Absenteeism at the Elementary School Level
by Castro, Andres, Ed.D., California State University, Long Beach, 2020, 203; 27999274
Abstract (Summary)

The perceptions of stakeholders within a school community regarding student attendance are indicative of the critical importance of attending school, particularly in the early grades, as it relates to social and academic growth. Different forms of research and practice when exploring the factors that affect school attendance may help identify challenges that impede equity in education. This case study allowed African American parents/guardians and school leaders to use their voice to address the importance of school attendance and advocate for their students who encounter issues with chronic absenteeism and its effect on their academic achievement and behavior. The portraiture methodology used to develop a narrative and story for each participant centered on their perceptions of student attendance and chronic absenteeism. Their perceptions were then interpreted and discussed through the theoretical lens of critical race theory. In addition to interviews, this research utilized observations and document analysis to explore the stakeholders’ perceptions of attendance and absenteeism at a predominantly African American elementary school in an urban area of Southern California.

Indexing (document details)
Advisor: Slater, Charles
Commitee: Pérez Huber, Lindsay, Whitman, Robert
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 82/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Elementary education, Individual & family studies, African American Studies, Behavioral psychology, Ethnic studies, Sociology
Keywords: African American families, Chronic absenteeism, School attendance, School leaders, School stakeholders, Southern California, Academic growth, Critical race theory, Urban areas in California
Publication Number: 27999274
ISBN: 9798684694103
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