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Black parents at predominantly white schools

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Black parents at predominantly white schools
SubTitle
an exploratory study of race and parent involvement
Identifier
ETD_2707
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052864
Language
LanguageTerm (authority = ISO639-2); (type = code)
English
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Education, Elementary--Parent participation--United States
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
African American parents--United States
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Race relations in school management--United States
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
African American parents--United States--Interviews
Abstract
An exploratory study was conducted in order to examine the experiences of Black parents with parent involvement at predominantly White schools. Eleven interviews with Black parents were completed and analyzed qualitatively using the grounded theory approach (Corbin & Strauss, 2008) and the case study method (Yin, 2009). Parental involvement has been identified as a factor that influences student academic outcomes from preschool through high school (Henderson & Berla, 1994). Research has found Black families are more likely to be involved at home when compared to White families; however, White families are more likely to be involved at school when compared to Black families (Eccles & Harold, 1996). Since research on African American families has centered on families at racially segregated public schools, there has been little investigation of the experiences of Black families in predominantly White school settings. Given the historical context of the education of Blacks in America and parent concerns with the social and emotional development of their children within school settings, African American families at predominantly White schools may engage in parent involvement practices that do not follow the traditional framework of parent involvement accepted by schools and researched in the literature. This study revealed several themes connected to African American parent involvement at predominantly White schools. These themes were the importance of education, cross-racial tensions, parent self-efficacy, biculturalism and cultural competence. Implications for future research were discussed. Recommendations were made for Black parents, educators, school counseling personnel and school-sponsored parent organizations regarding the improvement of Black parent involvement in activities and programs at predominantly White schools.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
vi, 104 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 89-96)
Note (type = statement of responsibility)
by Candice Rae Burke
Note
Includes abstract
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Burke
NamePart (type = given)
Candice Rae
Role
RoleTerm (authority = RULIB)
author
DisplayForm
Candice Burke
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Boyd-Franklin
NamePart (type = given)
Nancy
Role
RoleTerm (authority = RULIB)
chair
Affiliation
Advisory Committee
DisplayForm
Nancy Boyd-Franklin
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Johnson
NamePart (type = given)
Rita
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Rita Johnson
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Johnson
NamePart (type = given)
Rita
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Rita Johnson
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-05
Place
PlaceTerm (type = code)
xx
Location
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T398873X
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Burke
GivenName
Candice
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-05-07 13:36:53
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Candice Burke
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
266240
Checksum (METHOD = SHA1)
031b9eb394bdbdf4efc68f7a7a4459ef63265c24
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