RUcore: Rutgers University Community Repository
School-university-community partnerships: promises and challenges of a parent engagement program
Descriptive
TitleInfo
Title
School-university-community partnerships: promises and challenges of a parent engagement program
Name
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Anthony
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Marcus
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Anthony, Marcus
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author
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Powell
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Arthur B
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Arthur B Powell
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Advisory Committee
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chair
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Payne
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Charles M
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Charles M Payne
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Advisory Committee
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internal member
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(type = personal)
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(type = family)
Chase
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(type = given)
Sabrina M
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Sabrina M Chase
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Advisory Committee
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internal member
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Simmons
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Michael
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Michael Simmons
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School - Newark
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school
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theses
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2020
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2020-05
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English
Abstract
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Parent participation in urban schools is essential to student success. In historically low-income communities, parents are often expected to participate in parental involvement activities aligned with middle-class norms instead of participating in parent engagement activities that welcome parents into the school communities. This study sought to better understand the experiences, promises, and challenges that educational stakeholders faced in a newly formed asset-based partnership connecting a school, a community, and a university to increase parent engagement. A qualitative inquiry methodology was used to explore a parent engagement program at a low-income hyper-segregated African American urban school located in a Northeastern metropolitan city. Participants were community residents who were unemployed or underemployed prior to participating in the program, teachers, school-based support staff members, school administrators, and a program administrator from a local university. This study employed Bourdieu’s Social Capital Theory to understand the experiences of members of the school community and incorporated focus group interviews, document analysis, and individual interviews. The following themes emerged: mistrust between Parent Leadership Program (PLP) members and school officials, constant program changes, gaps in expectations between program participants and staff, increased social capital and leadership skills for parents, as well as positive relationships between cooperating teachers and parents. This qualitative study is significant because it provides a multidimensional understanding of parental engagement as it looks at and examines various stakeholders’ experiences within a low-income hyper-segregated African American school and describes how stakeholders made sense of their experiences in the PLP. The significance of this qualitative study lies in the fact that it seeks to reinforce a multidimensional understanding of parental engagement through the examination and inclusion of various stakeholders' experiences within a low-income hyper-segregated African American school and goes on to further describe how stakeholders made sense of their experiences in the PLP.
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Topic
Urban Systems
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Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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ETD_10834
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doi:10.7282/t3-acar-pb75
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application/pdf
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text/xml
Extent
1 online resource (viii, 213 pages)
Note
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Ph.D.
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Includes bibliographical references
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Anthony
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Marcus
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Permission or license
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2020-04-26 17:53:30
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Marcus Anthony
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Affiliation
Rutgers University. Graduate School - Newark
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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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2020-05-31
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2022-05-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 31st, 2022.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-04-26T21:38:25
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2020-04-26T21:38:25
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