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Engaging low-income parents in schools
Descriptive
TitleInfo
Title
Engaging low-income parents in schools
SubTitle
beyond the PTA meeting
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Osefo
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Wendy
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1984-
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Wendy Osefo
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author
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Bonilla-Santiago
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Gloria
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Gloria Bonilla-Santiago
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Advisory Committee
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chair
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Minnite
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Lorraine
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Lorraine Minnite
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Advisory Committee
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internal member
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(type = family)
Blessett
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Brandi
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Brandi Blessett
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Advisory Committee
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internal member
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Rutgers University
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degree grantor
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Camden Graduate School
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school
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theses
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2016
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2016-10
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2016
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xx
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eng
Abstract
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Considerable literature on K-12 education has lauded parental engagement, suggesting that student academic success increases when parents are included in the educational process of their children. Yet research results suggest that low-income parents fail to engage in their children's academic life. Consequently, K-12 schools struggle with the question of how to effectively involve and engage low-income parent populations. The struggle for schools to engage low-income parents is due in part to the lack of research on the ways low-income parents engage in schools and the overreliance of traditional typologies of parental engagement that are heavily based on Epstein's Framework of Parental Involvement (1996). Through a case study of The LEAP Academy University Charter School in Camden, New Jersey, this study focuses on examining the ideas of Epstein to determine if they are valid in the case of an urban charter school serving low-income families. This qualitative study explores how low-income parents engage in the academic lives of their children, examines how the economic and social implications of traditional typologies of parental engagement affect engagement levels of low-income parents in public charter schools, and details innovative strategies used by a charter school to garner high levels of engagement from its low-income parent population. Using literature on parental engagement, school reform, and theories of social capital, the study examines the creation of social capital in the form of education-related social networks among the LEAP Academy low-income parent population. This inquiry seeks to provide new findings and policy implications for schools that struggle with engaging their low-income parent populations, underscores a need for the augmentation of traditional definitions of parental engagement, provides evidence for the role community-based urban schools can play in the community development process, and identifies suggestions for future research.
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Public Affairs
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Rutgers University Electronic Theses and Dissertations
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ETD_7521
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electronic resource
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Note
Supplementary File: The Epstein and Leap Academy Framework
Extent
1 online resource (xiv, 144 p. : ill.)
Note
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Ph.D.
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Includes bibliographical references
Subject
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Topic
Education--Parent participation
Subject
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Topic
Low-income parents
Note
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by Wendy Osefo
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TitleInfo
Title
Camden Graduate School Electronic Theses and Dissertations
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rucore10005600001
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Identifier
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doi:10.7282/T3HH6NBJ
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Osefo
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Wendy
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Permission or license
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2016-08-30 16:02:18
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Wendy Osefo
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Rutgers University. Camden Graduate School
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Author Agreement License
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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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Embargo
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2019-11-25
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2099-12-31
Detail
Access to this PDF has been restricted at the author’s request.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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