Study of the Perceived Effects of a Parental Empowerment Project for Parents of Students of Color
| Autor: | Vick, Christopher Len |
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| Jazyk: | angličtina |
| Rok vydání: | 2009 |
| Předmět: | |
| Druh dokumentu: | Diplomová práce |
| Popis: | Thesis advisor: Irwin Blumer This study examines the perceived impact of a parental empowerment project on parents of students of color transitioning into high school. The overarching problem addressed is the achievement gap. The study is an investigation of a means to increase the involvement of parents of color at an important transition. This is a gap closing measure because research dictates that this type of intervention can lead to higher academic achievement for minority students. To this end, seven participants constitute the sample group. Each sample member is treated as an individual case in keeping with the study's design as a qualitative case study. This study seeks to determine how these seven parents had their attitudes and behaviors shifted as a result of their participation in the aforementioned project, and which factors supported and inhibited their involvement as their children transitioned into high school. The researcher finds that all of the sample members perceived some benefit from their participation. These benefits for the parents include fostering a greater role understanding, increased ability to hold their children accountable, and an increased understanding of the high school curriculum. The monthly parent meetings, one of the three elements comprising the empowerment program, were most helpful for parents. Whereas, the scheduling of meetings made it difficult for members of the sample to be as involved as they wanted to be. Ultimately, the study concludes that a program which involves parents during their children's high school transition can help them increase their own sense of efficacy. It suggests opportunities for further research to be done on the impact of such a program on the actual academic performance of students. Thesis (EdD) — Boston College, 2009. Submitted to: Boston College. Lynch School of Education. Discipline: Educational Administration. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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