After 'it takes a village': The attitudes, beliefs, practices, and explanations for parental involvement among upper and middle income African American families in elementary school settings.

摘要

Parental involvement's positive influence on student success has evolved to a universal belief (Stein & Thorkildsen, 1999). However, parental involvement discourse tends to favor the perspectives of White middle-class Americans, while the views of African American parents' involvement tend to be negative (Gavin & Greenfield, 1998). In fact, teachers often perceive African American parents as disinterested in their children's education (Chavkin, 1993). However, these perceptions contradict African American educational history, where parents are depicted as very involved (Anderson, 1988; Walker, 1996).;The purpose of this dissertation was to investigate the attitudes, beliefs, practices, and explanations for African American parents' involvement in elementary school settings. The following questions guided this study: (1) What self-reported parental involvement attitudes and beliefs exist among African American parents of elementary students residing in a southeastern school system? (2) What are the self-reported involvement practices of African American parents of elementary school students in this same school system? (3) What factors explain African American parents' decisions to be involved in their students' elementary school?;The study used a phenomenological design to provide a comprehensive exploration of 19 African American parents' attitudes, beliefs, practices, and influences related to involvement in their children's education in elementary school settings. The results of this study have implications for teacher practices and teacher education programs.