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1
Foley, Avis. "African American Parent Perceptions of Barriers to Parental Involvement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1846.
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Parental involvement in schools has been linked to student academic success and dropout prevention. However, some parents are disenfranchised by the educational system because they do not know how to become involved in the schools. The purpose of this study was to identify the barriers to parental involvement in a rural school district with increased dropouts and low academic success. Epstein's framework provided structure to analyze the ways parents participate in schools, classify the barriers, and organize suggestions for improvement. The research questions focused on African American parents' perceptions of barriers to parental involvement by using a focus group, interviews, and a questionnaire. A qualitative research design and case study interviewing approach identified barriers to parental involvement. The sample consisted of 20 African American parents of middle and high school students. Data analysis included coding and categorizing themes. Findings revealed 4 specific barriers to parental involvement that included (a) unclear understanding of parental involvement, (b) inadequate school communication, (c) ineffective school leader support, and (d) communal disintegration. In addition, most parents identified varied teacher conference times as the most effective influence in promoting parental involvement. The project stemming from this doctoral study is the beginning of an ongoing parent engagement network that will utilize the educational network platform Edmodo to aid parents in implementing effective parental practices. The potential for social change includes increased academic success, improved behavior, and increased esteem among students as a result of active parental involvement.
2
McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.
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<p> Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.</p>
3
Henry, Deloris P. Arnold Robert. "African American parent involvement in the elementary education of their children." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633413.
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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 22, 2006. Dissertation Committee: Robert Arnold (chair), Patricia Klass, Larry McNeal, Joe Parks, Seymour Bryson. Includes bibliographical references (leaves 76-84) and abstract. Also available in print.
4
Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.
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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students.
The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration.
This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children.
Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.
5
Grant, Lott Felita. "Marginalized African American Grandmothers Raising their School-Aged Grandsons: Perspectives on Parental Involvement." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4496.
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Literature suggests strong, positive and mutual relationships between home and school lead to higher levels of success and achievement for students. Schools should begin to focus on being more aware and sensitive to the cultural and social wealth that marginalized families carry. When institutions of learning begin to tap into and embrace the strengths of their families, it is likely to be of mutual benefit for the students, staff and families. Utilizing qualitative research methodology, this study sought to understand African American grandmothers' perspectives on parental involvement, and identify strategies that supported, maintained, and facilitated their involvement in the educational process of the grandsons in their care.
In this research study, I specifically sought to address the following questions:
* How do African American grandmothers see their involvement in their grandchildren's education?
* How have the grandmothers shaped their involvement in the education of the grandchildren under their care? What influenced their involvement?
* What are their perspectives on the level of involvement in the education of the grandchildren under their care?
* What do African American grandmothers see as barriers and opportunities as they try to guide their grandchildren through formal schooling?
The cultural capital theoretical framework helped to understand and interpret the experiences of the African American grandmothers in this study raising their grandsons. The framework also helped to understand how each grandmother constructed and perceived their roles as grandmothers. In terms of support for the theory, the findings collected through interviews revealed that despite past oppressive conditions, barriers and cultural incongruence associated with schools, the grandmothers stayed abreast of and connected to school norms and practices for the benefit of their grandsons. Although each grandmother displayed a combination of capitals and wealth, aspirational wealth, resonated across each capital. Major themes of the study included: Grandmothers: Mothering and Leading by Example; Family and Communal Support: "It Takes a Village;" Grandmothers Engaging in Traditional Parental Involvement Activities; Grandmothers-Grandsons as Co-learners; and Grandmothers' Critique and Advice for Schools.
Implications for future research includes creating supportive and caring school environments, ensuring that school leaders and staff display welcoming behaviors and demonstrate support in parental involvement programs, and school leaders and teachers having and maintaining high expectations. Understanding how African American grandmothers and other family members, construct, perceive and enact certain cultural wealth and social capital should become more prevalent in scholarly work and research. Parents of different races and culture favor different forms of involvement. Implications from this research study suggest that educators and school leaders must begin to acknowledge, address, and value the cultural differences and social wealth that African American grandmothers and family members possess.
6
Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.
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<p> This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.</p><p>
7
Ware, Franita. "African-American parents and educators' viewpoints on the need for parental involvement in African-American children's education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2647.
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This exploratory study elicited the opinions of urban, inner-city, African-American parents as documented by their responses to an informal survey. The survey focused on parental viewpoints regarding the need for their involvement in the education of their children.
Literature was reviewed on educators' viewpoints on the need for parental involvement. Specific attention was given to current literature by African-American educators and studies on African-American parental perspectives. The opinions of the sample of parents participating in this study agreed with current writings of educators on the need for parental involvement. There also was an indication of interest in parent education.
There is a paucity of research on the opinion of African-American parents on issues affecting their children's education and their roles in the classroom. Additional research should be done with a control group experimental design in an effort to further clarify the validity of the findings and to continue study of African-American parental involvement and their perspectives regarding their roles and functions in school settings.
8
Mack, Gisele L. "The Faceless and Voiceless Parents: How They Help Their Children Succeed in School." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1100139154.
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Darter-Lagos, Michelle. "Parent involvement : differences between African Americans and European Americans in one Florida school district." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001735.
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Byrd, Dechele Marie. "Parental Involvement| The Impact of One-Parent Households on Postsecondary Educational Attainment of African American High School Males." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809521.
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<p> This study explored of the practices and routines of one-parent households and the impact on post-secondary educational attainment of African American males. It adopted a post-positivist approach, using a qualitative phenomenological study design to construct descriptions of the lives of one-parent households whose sons are accepted and planning to enter college in the fall or are currently completing their freshman year. </p><p> The study used data from 10 1-parent households with African American sons committed to attend a college in the fall semester of 2018. The population sought to address maximum variability in participants’ parenting background, and the routines and practices in that existed in the home and contributed to their sons achieving educational attainment beyond high school. In doing so, the study sought to provide a comprehensive understanding of the characteristics of one-parent households who have provided an environment for their African American sons to seek and obtain post-secondary educational attainment. </p><p> The study used multiple methods of data collection for a 5-week period. I collected data through a questionnaire and semi-structured interviews. The study may enhance current knowledge of this subject in a variety of ways. It strove to understand specific ways the parent actions influence African American males to attend post-secondary options by identifying the routines and practices of 10 one-parent households who have African American sons who are committed to attend a college or a university in the fall immediately after graduation from high school. It also sought to identify further significant influences of one-parent households’ strategies that guided their sons to seek and attain post-secondary options through continuing their education. Additional inquiry seeks to add to our knowledge the ways one-parent households organize their daily routines and support for African American high school males to seek and attain post-secondary options upon graduation from high school.</p><p>
11
Nemergut, Jennifer. "A model for increasing parent involvement : application of the transtheoretical model of change /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1420947.
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Carpenter, Gloria Jean Oliver. "The School Success and Adjustment of Young African American Children." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1119635112.
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Smith, Sherian Lynn. "The influence of African American parents' socioeconomic status on their participation in parental involvement programs /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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14
White, Gerry Lenell. "Parental involvement in the academic performance of African American adolescents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/651.
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The purpose of this study was to examine the relationship between 1) parental involvement within the home, and 2) parental involvement within the school, and to assess their impact on academic performance. To obtain this purpose, students were categorized as low and high achievers based on perceived grade point average. The level of parental involvement was categorized as high and low involvement, based on students’ responses. Fifty African-American student volunteers from Roosevelt Middle School in Oakland, California were selected from a subject population of one hundred and given a self administered questionnaire. A descriptive research design was used in the study. Results indicate that a significant relationship exists between overall parental involvement in both the home and the school, and academic performance. High achievers indicated a greater level of parent involvement in the home, while similar levels of involvement exists within the school.
15
Osby, Annie L. "The effects pf parent involvement on young African American head start children's academic achievement and self-esteem." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3266.
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The purpose of this study was to determine the effects of parent involvement on young African American Head start children's academic achievement and self-esteem. The experimental method of research employing the Pre-test/ Post-test Control Group Design was used. Forty-four Head Start students participated in this study: twenty-two were randomly assigned to the control group and twenty-two to the experimental group, respectively. Parents of children in the experimental group received parent involvement training, and parents of children in the control group did not. The Brigance Kindergarten and First Grade Screen and the Self-Esteem Index were administered to both groups in January 1995 prior to the treatment and in May 1995 at the conclusion of the treatment. Results of the two tailed t-test used to test the null hypotheses showed a statistically significant difference in the academic achievement levels of the groups, and it was concluded that children whose parents received parent involvement training achieved at higher academic levels than children whose parents did not. Both the experimental group and the control group showed a slight gain in self-esteem; however, differences in mean gains were not statistically significant. Major implications of the study are that African American Head Start parents are responsive to parent involvement training and that an outcome of their involvement is improved student overall academic achievement. On the basis of the study results, the following recommendations have been made: 1. The local school board should provide additional funding for parent involvement training in urban and inner-city schools. 2. Similar studies should be conducted to determine the effects of parent involvement training on academic achievement and self-esteem among upper level elementary students in urban schools. 3. Urban school administrators and teachers should participate in staff development programs designed to increase educators' knowledge of strategies which promote parent involvement.
16
Wimberly, Evin B. "Success in School among African American Adolescents The Role of Parental Involvement." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1306943283.
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Van, Leesten Jill. "A descriptive study of the relationship between head start parent involvement and self esteem of African American single mothers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIDP14672.
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This study was undertaken to determine whether the formation of methionyl-, prolyl-, and threonyl-tRNA synthetases is "constitutive" in nature, or subjected to control by an amino acid-specific mediated repression-like mechanism. Using auxotroph for methionine, proline, and threonine and employing shifts from excess to limiting concentrations of the respective amino acid, the net change of the cognate aminoacyl-tRNA synthetase activity, as measured by its specific activity, was determined. Proline and threonine-restricted growth caused a 3 to 4-fold derepression of the differential rate of synthesis of the prolyl- and threonyl-transfer ribonucleic acid (tRNA) synthetases, respectively. Similarly, there was approximately a 20-fold derepression in the rate of synthesis of methionyl-tRNA synthetase during methionine restriction. Addition of the respective amino acids to such derepressed cultures resulted in a repression of synthesis of the cognate synthetase. By the use of increasing amounts of the respective amino acids, evidence was provided which indicated that the rate of synthesis of the cognate aminoacyl-tRNA synthetase was inversely proportional to the amino acid concentration used. The control of methionyl-tRNA synthetase was further studied in methionyl-tRNA synthetase mutants of Escherichia coli and Salmonella typhimurium. The results of activity determinations using crude extracts indicate that this enzyme of E. coli mutant strain possessed a reduced affinity for methionine tRNA; while this enzyme of a S. typhimurium mutant exhibited a decreased affinity for L-methionine. Results of P22 transduction suggest that the mutation in both strains was in metG, the structural gene for methionyl-tRNA synthetase. The differential rate of methionyl-tRNA synthetase formation in these two mutants was several-fold greater than that of the respective parental strains. On the other hand, the level of in vivo aminoacylation of methionine tRNA was only about one-third that of the parent strains. In addition, the steady state synthesis of this enzyme in a metG + strain was enhanced by inhibition of formylation of charged methionyl-tRNA. These results support previous findings, and suggest that synthesis of methionyl-, prolyl-, and threonyl-tRNA synthetases is regulated by a repression-like mechanism. These results further suggest that aminoacylation of methionine tRNA is a necessary step in repression control of methionyl-tRNA synthetase of both E. coli and S. typhimurium strains.
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Briggs, Princess. "Teachers as Facilitators or Barriers of Parent Involvement: Experiences of African American Mothers of Children in Special Education Programs." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3486.
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Parents in disenfranchised groups, namely African American parents of children with special needs, are less likely to be involved in their child’s education, although involvement is associated with positive educational outcomes. The purpose of this study was to investigate African American parents’ perceptions of special education programs, of teacher actions, and of school policies that influence parent involvement of African American parents of children with special needs.
A phenomenological study was conducted with 15 African American mothers of children with special needs. These parents participated in individual face-to-face interviews, which included a discussion of the child’s Individualized Education Plan. Audio recordings from the interviews were transcribed and data from the transcriptions were thoroughly analyzed.
The findings were categorized into four overall themes. In theme one, Perceptions of Parent Involvement, it was found that these mothers perceived themselves as being involved in their children’s education. In theme two, Facilitators of Parent Involvement, it was found that parents were more compelled to be involved in their children’s education when educators communicated effectively, valued parent input, and exhibited love and positive attitudes towards parents and children. Findings showed that the absence of these traits were Barriers of Parent Involvement, which was theme three. In the last theme, Recommendations to Teachers and School Administrators to Increase Parent Involvement, study participants shared several recommendations to increase parent involvement.
My study concluded that professionals in the field should broaden their definition of parent involvement to include home-based activities of African American parents of children with special needs, such as engaging their children in home learning activities to teach them independence. Moreover, parents felt more compelled to visit the school and engage in other parent involvement activities, like attending school meetings, for example, when they perceived that school personnel valued parents’ contributions. These parents’ views were similar to insights gathered from African American parents in previous research. However, views that emerged from this current research that are different from previous studies include parents’ recommendations that school personnel communicate with parents using the parents’ preferred method, and that teachers and school staff exhibit love and positive attitudes towards parents and children.
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Sadberry, Verdie Ruth. "A Case Study of African American Parental Involvement in an Urban Middle School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3205.
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Studying parental involvement offers the opportunity to develop new strategies and resources to
increase involvement at the middle schools serving a similar demographic population. In a large
economically disadvantaged urban middle school in the southeastern United States, very little
parental involvement occurs from the African American population. The purpose of this qualitative
single case study was to examine African American parents' perception about their involvement in
their middle school students' education. Guided by Epstein, Simon, and Salinas' parental
involvement model, which describes 6 levels of parental involvement, the research questions guiding
this project study examined African American parents' perceptions about middle school children's
educational experiences, the level of parental involvement in middle school education, and parental
beliefs about student success. A purposeful participant pool of 10
African American parents of Grade 7 and 8 students was used for data collection. Ten parents
completed the preliminary paper questionnaire, 10 parents participated in 1-on-1 semi-structured
interviews, and 7 parents participated in a focus group discussion. Thematic analysis of data
followed the open coding process and identified categories and themes. The findings suggested the
need for a parent education program involving the use of new strategies and resources for
increasing African American parent involvement at the middle school level. Social change will
occur by empowering African American parents to be involved in their middle school students'
education.
20
Williams-Jones, Iadrana. "Parental Perceptions of the Role of Center-Based Cultural Sensitivity on Parent Involvement Among African American and Hispanic Parents of Early Childhood Education Centers in a Large Urban School District." CALIFORNIA LUTHERAN UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3499107.
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Parental Perceptions of the Role of Center-Based Cultural Sensitivity on Parent Involvement Among African American and Hispanic Parents of Early Childhood Education Centers in a Large Urban School District
21
Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
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White, Gerry Lenell. "A study of factors that influence parental involvement among African-American unwed fathers in Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/587.
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This study examines parental involvement with reference to accessibility, engagement, and responsibility to their children; and to what extent such an involvement is influenced by the father and/or the custodial parent’s behavior factors (history of companionship and offspring), peripheral factors (institutional and program participation), and personal characteristics (age, education, employment, occupation, income, etc.). The study sample consists of 163 African-American unwed fathers with at least one child out of wedlock for whom they must pay child support. All respondents participated in the study voluntarily. The sample selection was based on random drawings from electronic case files and referral sources to the Child Access and Visitation Program which is conducted by a community based social work organization serving metropolitan Atlanta, Georgia. The conceptual model of the study included series of structural equations leading to parental involvement. Data analysis was conducted at both descriptive and inferential levels. The inferential statistics included a series of multiple regression equations guided by the conceptual model in order to determine the model strengths, fitness of equation, and the strength of the predictors. Results show that characteristics of both parents significantly affect their history of companionship and offspring, which in turn affects their (parental) relationship. The parental relationship also seems to be influenced by institutional factors. Their parental relationship, in its turn, significantly affects the variable of program impact; and, father’s accessibility, engagement and responsibility toward his child(ren). Although a bidirectional relationship between program impact and parental involvement is proposed in the conceptual model, the data supported only a unidirectional impact of program impact on parental involvement. In sum, study results suggest that the parental relationship, the unwed father’s legal standing and child support status are critical predictors of parental involvement. The study findings may prove to be useful not only for policy makers in this area, but also to social science researchers, and social work practitioners, program managers, case work supervisors, father-custodial parent mediators, and obviously, the unwed fathers themselves.
23
Williams, Mark. "Parental Involvement and Other Parental and School-Related Predictors of Academically Successful Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/114.
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Schools have defined parental involvement as parent reported participation at least once during the school year. Participation can consist of attending a school meeting, parent/teacher conference, school event or volunteering in the school. Researchers have spent countless hours researching parental involvement and its impact on academic success for students. Researchers have conducted studies using two-parent households, single-parent households and studies comparing single-parent households to two-parent households. A majority of the studies had favorable outcomes for two-parent households and not so favorable outcomes for single-parent households. Especially, if those households were headed by a single African American female.
During the second half of the 20th century, the number of children living in single-parent families. Census data, from 1960, reported 9 percent of children lived in single-parent homes compared to 28 percent in 2000. Single-parent homes headed by African American mothers, are often the scapegoat for a variety of the academic problems African American youth encounter.
24
Howard, Arianna. "ILLUMINATING PRACTICES OF EDUCATIONAL CARE AMONG FEMALE AFRICAN AMERICAN CAREGIVERS." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480516735305684.
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Hollar, Madison K. "The Role of Perceived Risk, Peer Disapproval and Parental Involvement in Marijuana Use Among African American Youth." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623166854090286.
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Hicks, Simone B. "A Case Study: Exploring African American Parental Involvement of Students with Disabilities in Transition Planning in an Urban School District." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522178399548356.
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Reynolds, Rema Ella. "Holla if you hear me giving voice to those we have missed : a qualitative examination of black middle class parents' involvement and engagement activities and relationships in public secondary schools /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835603611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.<br>PHD
29
Gillis, La Tonya L. "Kujichagalia! Self-Determination in Young African American Women With Disabilities during the Transition Process." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3117.
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The purpose of this study was to examine the role that self-determination played in the transition process for young African American women with disabilities who exited high school with a special diploma and participated in a local transition program. Factors under study included the young women's autonomy, self-regulation, psychological empowerment, and self-realization (Wehmeyer, 1996).
This examination of the perceptions of the transition process of young African American women with disabilities involved in-depth interviews with five young women and their parent or guardian. Additionally, The Arc's Self-Determination Scale (ASDS) and the Parent Self-Determination Practice Survey (PSDPS) were administered to determine the level of self-determination of the young women as well as the level of parental promotion of self-determination. Results showed that the young women were able to use self-determination in a variety of settings. Three of the five student participants demonstrated high levels of self-determination as measured by the ASDS when compared to the normative sample. Also, the parent or guardian of the young women provided multiple opportunities for the young women to practice self-determination in their homes and employment settings. Furthermore, the young women discussed several factors that they perceived to be strengths and challenges to using self-determination throughout and beyond the transition process. The findings have implications for school systems, social service agencies, and parents and guardians.
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Patterson, Melanie Marshee. "A Qualitative Analysis of High Achieving African-American Females' Perceptions on Factors That Impact on Time High School Graduation in Southeastern Virginia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51089.
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The purpose of this study was to identify the experiences, attitudes, and successes of a group of high achieving African American female students that impact their on-time high school graduation. On-time graduates are described as students who complete high school in four years. High achieving African-American female students completing high school on time identified factors related to family, school, and community as essential in their success. Several underlying factors are within the three themes that studies show can be used as a way to pilot programs, deter drop-outs from leaving school early, and cohesively work in communities across the United States.
A qualitative approach was used to analyze a selected group of high achieving African American females' perceptions to their success in high school. The research questions were: 1. What school factors do a group of high achieving African-American female students perceive as attributing to their on-time graduation from high school with honors and advanced diplomas? 2. What family influences do these high achieving females perceive as attributes to graduating on-time with honors and advanced diplomas? 3. What community influences do these high achieving African American females' perceive as contributors to on-time graduation with honors and advanced diplomas? Twenty-four high achieving African American females' from one high school were eligible to participate in the study. Eight students participated in the study, which included open-ended interview questions and a sentence completion questionnaire. All interview questions were centered on the support provided by the school, community, or family.
The results of the study showed parents; specifically the mothers of the participants had the greatest impact on the high achieving African American females' performance in high school. The teachers of the high achieving African American female students were supportive and caring. The community recognition that the high achieving African American females received was a motivating factor to varying degrees. The high achieving African American female participants, in the study, all possessed intrinsic motivation and work ethic to be academically successful.<br>Ed. D.
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Samson, Jessica. "Through the eyes of the father: A qualitative look at the supports of and barriers to African American, adolescent-father involvement with their children." Xavier University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385991424.
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Bradley, Faye Covington. "The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26885.
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During the last decade there has been a renewed focus on improving the instruction of children at risk for not learning to read well and ways to effectively involve their parents to enhance their children's reading achievement. This focus has particularly centered on how programs of school, family, and community partnerships can be organized to improve schools and enable all families to support children's reading and literacy skills (Epstein et al, 2002-2009). This study examined the extent to which the reading achievement of African American male learners improves with school, family, and community partnerships. The sample consisted of fourth grade African American males from the Tidewater region of Virginia who were enrolled in Title 1 schools that participate in the National Network of School Partnerships. The goal of this study was to examine the relationship between school, family, and community partnerships and the reading achievement of the African American male. Second, the study identified which type of parental involvement significantly influenced the reading achievement of African American males. Third, the study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth grade African American males. Data analysis revealed no significant differences in promising practices and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of the importance of Type 6 activities, collaborating with the community. A correlation was found between Type 3 parental involvement activities of volunteering and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of Teacher Reports of School Program Type 4 (Learning at Home). Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth grade students was found.<br>Ed. D.
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Jenkins, Renee. "A Case Study of an African American Community's Perceptions of Problems in Mathematics Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2033.
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African American students across income classes have been found to struggle with mathematics, impeding their ability to complete college, pursue lucrative careers, and address socioeconomic problems. Using the tenets of liberation and critical race theory, this qualitative case study explored the perceptions of a small group of 8 African American adults as to what they believe to be the root causes of mathematics achievement disparity for African American K-14 students, and what role the African American community can play in ameliorating these disparities. As most related studies are on low income communities, this study focused on an affluent African American community. Standardized math test performance data were gathered for local public schools, and 8 African American community leaders were interviewed; all but one were parents and 5 were science, technology, engineering, and math (STEM) professionals. Participants identified 4 root causes of disparities and 4 roles the community can play in addressing them. Root causes related to stunted aspirations, cultural obstacles, academic barriers, and poor rewards. Roles included funding a parallel culturally-responsive academic support system, inducing African American organizations to improve support for academic initiatives, improve children's understanding of the importance of math, and strengthen the community's communications with schools. Curriculum for a community training program was designed to support these roles. The results of this study support social change by informing stakeholders on how disparities manifest in mathematics achievement, even in an affluent African American community, and by providing information about how to leverage community participation in developing more culturally relevant and sustainable academic interventions.
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Hotchkiss, Angela M. "An analysis of the obstacles that prevent the meaningful participation in the IEP process by parents/guardians of African American males in special education." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/87.
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Participation of minority parents in the Special Education IEP process continues to be a concern for public school administrators. With the disproportionality of African American males placed in special education and the mandatory involvement requirement in the IEP process, administrators and schools would benefit by understanding the obstacles that prevent the meaningful participation of parents/guardians of African American high school males in the special education IEP process. The purpose of this qualitative study was to analyze the obstacles faced by parents/guardians of African American males, grades 9-12, in the special education Individual Education Plan (IEP) process. This study involved interviewing ten parents/guardians of African American males receiving special education services, attending high schools in Contra Costa and Alameda counties in California. The results found the following themes that prevented the parents/guardians from meaningful participation in the IEP process: (1) Communication between home and school, (2) Knowledge of special education, (3) Parental rights and involvement in the IEP process, and (4) Attitudes of teachers. The strategies there were recommended to increase parental involvement were: (1) Engagement in active listening to parents and guardians at IEP meetings, (2) Changing of IEP meetings to work with parents' work schedules. (3) Improve overall communication with parents and guardians, and (4) Provide special education training for parents and guardians to teach them special education terminology and jargon. Lastly, the study provided various recommendations for further study.
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Peters, Glori White. "Parental Involvement in the College-going Process: A Q Methodology Study." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/543.
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This study explored parent perspectives about their participation in a federal TRIO pre-college program. Specifically, parents were asked to identify the program elements that encouraged and supported their participation in the college-going process of their child in a TRIO pre-college program. Forty parents of low-income, first generation TRIO students were purposefully selected for this study because they had participated in the parent component and because their child had enrolled in college within a year of high school graduation.
Q methodology was used for this study because it is designed to address the subjective first person viewpoint. In this Q study, the forty parents were asked to sort 33 value statements according to what was most like their perspective and least like their perspective, with regard to the program elements that encouraged and supported their participation. The 33 statements were derived from the current research on parental involvement and a parent survey to produce the Q-sort. Parents were also asked to explain why they sorted the statements holding the highest and lowest positions, as they did.
Subsequently, the parents identified five particular program elements that encouraged and supported their involvement in the college-going process. These factors were named: (a) A sense of community ”village”, (b) A sense of shared accountability and increased parental self-efficacy (c) A sense of the parent and student increasing social capital, (d) A sense of program relevance and (e) A sense of having highly committed program staff.
The research findings have implications for program development, program practices, and staff training. Recommendations for future research have been included.
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Lawton, Ruth. "Parents' and Teachers' Perceptions of a Parental Involvement Component in Afterschool Tutoring." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4527.
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This study examined an after-school tutoring and mentoring program that was implemented to help low-income students in the K-12 local district who were struggling with reading and mathematics. To date, the program has not been successful in improving student achievement. The purpose of this qualitative case study is to provide administrators and teachers with insights into parents' and teachers' perceptions of the program, with an emphasis on parental involvement (PI). Vygotsky's theory of social constructivism focused this study on the tenet that social interactions between parents, students, and teachers all impact the program students' construction of knowledge. The research questions focused on the teachers' and parents' perceptions of the effectiveness of the tutoring program, parental involvement, and suggestions to improve the program. Detailed qualitative data was collected through seven parents and three teachers structured interviews that were transcribed, open-coded, and analyzed across participants to identify recurrent themes. There were 5 themes: PI is crucial, behavior problems, improving parent-teacher communication, inadequate PI, and improving PI. Participants had mixed opinions of the effectiveness of the tutoring program, emphasized the importance of PI, and had many suggestions to improve the program. The project white paper includes 6 detailed recommendations supported by data, a timeline for implementation and materials for a teacher training component and a teacher-parent collaboration component. Positive social change may result if the study helps increase the amount of interaction between teachers and parents, increases attendance at parent meetings, and these changes help increase student test scores.
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Harvey, Sharlonda. "Parent training with African-American families /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1459903961&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Psychology." Keywords: African-American families, Parenting, Black parents, Parent training, African-American, Families, Human services Includes bibliographical references (p. 106-125). Also available online.
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Ogunnowo, Susan Modupe. "Parent-Adolescent Sexual Health Communication in Immigrant Nigerian American Families." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2748.
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Poor sexual health communication among first generation Nigerian American parents and their adolescent children due to disparities in cultural integration constitutes a barrier to effective parent-child relationships. The purpose of this phenomenological study, which was guided by the acculturative family distancing (AFD) model, was to explore the lived experience of Nigerian immigrant families in the United States regarding communication effectiveness about sex and integration into the American way of life. The research questions addressed cultural bias, parent-adolescent communication effectiveness, strategies employed, resources available to new immigrants, and barriers to their usage. Data collection was by individual interviews of 5 Nigerian-born parents and their adolescent children ages 13 to 17 years who have been in the United States for 10 years or more. Inductive analysis of qualitative data revealed challenges of parenting roles due to differences in cultural beliefs and parents' perceptions of their children's confrontational attitudes; parents' lack of knowledge about safe sex education methods and prevention of sexually transmitted diseases; Nigerian parents' authoritarian views; and parents' belief in the need to listen to the views of their children and relate more closely to them. Parents reported wanting to curtail children's rights, while children reported that their parents did not respect their opinion or privacy, which is a barrier to the cordial relationship they wanted. Most parents recommended orientation classes for parents to help resolve these issues and ease integration challenges. These results may inform policy on integration for new immigrants and promote strategies for improving effective parent-adolescent communication.
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Camm, Melody Luretha. "The power of African American parent perceptions on student achievement." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618818.
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With the implementation of No Child Left Behind, schools have been challenged to maintain Annual Yearly Progress (AYP) for low achieving subpopulations. Current research supported by historical data suggests that African American parent involvement could possibly be the missing link to African American student achievement. This study explores the possible connection between African American parent perceptions of their school involvement and student achievement. It surveyed 738 fourth grade parents from five Title I and five Non-Title I schools to see if there was a significant difference between the parent involvement perceptions of African American Parents and Non-African American Parents, as well as investigated the possible relationship of these perceptions to student achievement. Although a correlation was not found between African American parent perceptions and student achievement, other comparative analyses done indicates that there are interesting similarities and differences between Title I and Non-Title I parent populations. These findings may contribute to existing research concerning school factors that can be enhanced in order to encourage parent involvement. Implications for practice and future research are also discussed.
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Smith, Cynthia M. "African American Sibling Relationships when Caring for an Alzheimer’s Parent." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7751.
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Alzheimer’s disease (AD) is the most commonly occurring form of dementia that affects African Americans at 2 to 3 times higher rate than other ethnic or racial groups in the United States. As the number of older African Americans with AD grows rapidly so will the need for daily supports; therefore, informal caregivers, such as an adult offspring, often assume the role of filial caregiver. Focusing on the unique patterns of caregiving among African Americans, this generic qualitative study may help explain the adult offspring’s perspective on sibling relationships as they function in the role of primary filial caregiver. Equity theory was the conceptual framework used to explore sibling relationships among African American adult filial caregivers. A purposeful sampling in conjunction with snowballing was used to recruit participants who provided filial caregiving to a home-bound parent with AD. For this generic qualitative study, 10 participants responded to 12 open-ended interview questions related to their sibling relationships and filial caregiving. After collecting and transcribing the data, I used a thematic analysis approach, resulting in the following 5 emergent themes: (a) perception of equity, (b) continuing a close sibling relationship, (c) strategies of communication and collaborative decision-making, (d) varying siblings supports, and (e) attitudes towards caregiving and siblings. The results from this study may enhance culturally sensitive or responsive interventions/strategies and family-centered programs supporting African American adult filial caregivers and their siblings as they navigate the demands of elder care, thereby informing perceptions of fairness related to caregiving responsibilities.
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Hiraga, Yumi. "Parent-adolescent interactions and ego and moral development within African American families /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/9142.
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Drakes, Ryan O'Neal. "Parenting Practices Among Two-Parent, African American Families of Preteen Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6320.
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Positive parenting promotes children's proper cognitive and personality development and supports high academic performance and achievement. The purpose of this quantitative study was to examine the relationship between social support and positive parenting practices among two-parent, African American families of preteens. This study was based on Baumrind's model of parenting behaviors. Survey and correlation methods were used to gather data from a convenience sample of 103 2-parent, African American families with preteens (aged 9-11 years) from different income neighborhoods in a Northeastern metropolitan region of the United States. Logistic and linear regression analyses were conducted. According to study findings, social support (coparenting support and perceived functional support from friends and family) significantly predicted positive parenting practices (quality of the parent/child relationship, parental monitoring, and consistency of parents' disciplinary practices). When the independent contributions of each of the social support variables were examined in the regression analyses, only perceived functional support from friends and family on parental monitoring and consistency of parents' disciplinary practices was statistically significant. Implications for positive social change include a need to educate 2-parent, African American couples on the importance of maintaining positive relationships among themselves and with social support networks and the role that coparenting support and functional support from friends and family has on positive parenting.
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Githembe, Purity Kanini. "African Refugee Parents' Involvement in Their Children's Schools: Barriers and Recommendations for Improvement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12128/.
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The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's school. Strategies suggested to improve involvement include the use of interpreters and parent education on importance of involvement.
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Nojaja, John Mfundo. "A model for parent involvement in disadvantaged South African schools / John Mfundo Nojaja." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3104.
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As societies developed, the demand and need for properly educated people increased and educators gradually replaced parents. In this process the weakness of the home/parents were replaced by the strengths of the school/educator, while the strengths of the home/parents were lost. This research suggests that positive parent involvement and partnership with schools is a prerequisite of effective schooling and that co-operation between home and school can raise educational achievement. This study was undertaken by means of literature review, quantitative and qualitative investigations in order to: provide a thorough background to the role and place of parents in general and within disadvantaged communities in particular, by studying models and practices of parent involvement in education as it is presently manifested in various urban and disadvantaged communities in the world;
examine educational provision and parent involvement in disadvantaged communities in South African Schools and to exclude external factors which impinge on effective educational provision for this group;
investigate the state of affairs regarding parent involvement in disadvantaged communities by means of quantitative and qualitative study in order to extend the body of knowledge concerning parent involvement in disadvantaged South African Schools, and to formulate a suitable effective model for parent involvement in order to empower the milieu-deprived parent, educators and learners. Chapter 1 deals with problem statement, aims of the research, clarification of concepts and the methods employed in achieving the purpose of the study. This includes a discussion of the population and sample used for the empirical research and an outline of the chapters. Chapter 2 highlights the nature and scope of parent involvement in education, fundamental and educational grounds for parent involvement were discussed, models of parent involvement were identified and discussed, advantages and disadvantages of parent involvement were mentioned, and ways in which parents become involved in education of their children were discussed. In Chapter 3, the nature of disadvantaged Schools in South Africa was discussed and the poor socio -economic position of parents in disadvantaged rural areas was also discussed. The qualitative and quantitative research design, administrative procedures, population and random sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by educators and parents of the children of the selected schools as respondents were empirically analyzed, and the qualitative research data was collected by means of observations and an in-depth individual and focus group interviews was analyzed in Chapter 5 and presented a background data on the informants and the context in which this research takes place. In Chapter 6, the information gathered from literature review, the quantitative and qualitative data were used to develop a model and strategy for the implementation of a model in disadvantaged rural community South African schools. The last chapter, Chapter 7, throws light on the summary of all the chapters, research findings and recommendations based on the research findings derived from the previous chapters, as well as final remarks. This implies that all relevant issues raised in all chapters are summarized and recommendations are also made.<br>Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.
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Mahmood, Rachael Loeb Batchu. "Portraits of Low-Income African-American Mothers' Involvement in Suburban Schools." Thesis, Northern Illinois University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266771.
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<p> This study advances the premise that African-American parents are deliberately involved in their children’s education; however, many educators may not recognize their involvement because it may not always align with dominant cultural expectations. Therefore, the purpose of this study is to explore beneficial social capital and cultural capital that low-income African-American parents use to involve themselves in their children’s suburban school education. Data was collected for this study, in a suburb outside of a large metropolitan city, through the use of a World Café (a type of community discussion group) and semi-structured interviews. Using portraiture research design, the findings of the study are highlighted through six participant portraits, which narrate their involvement in their children’s education. </p><p> In summary, all of the participants utilized both social and cultural capital to become involved in their children’s education. Generally, each interview participant’s family cultural capital motivated her to participate in her child’s education, in a manner unique to her own educational experiences. In addition to understanding and utilizing valuable dominant forms of cultural capital (attending parent-teacher conferences, volunteering, and communicating with the teachers, working with children at home, and having educational expectations), participants in this study also referenced the use of culture-specific forms of capital, such as: family cultural capital, family networks and church, teaching cultural knowledge, community collective beliefs, and African-American networks. Additionally, participants used the following forms of social capital to benefit their children’s education: relocating, hiding poverty, utilizing community service resources, and using intergenerational closure. </p><p> Suggestions are made for educators to recognize and honor these non-dominant social and cultural forms of parental involvement, so that low-income African-American parental involvement can benefit their children’s education. Participants called for more supportive social and cultural African-American parent networks to be created within schools, to help parents feel more welcome and supported in the schools, and become more knowledgeable about the schooling process. </p><p>
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Bondioli, Christopher A. "Hmong parent education and involvement and its impact on children a correlational study /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000bondiolic.pdf.
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Darter-Lagos, Michelle M. "School Psychologists' Perspectives on Parent Involvement Activities." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.
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Fuqua, Stephon H. "School Factors, Legal Involvement and Marijuana Use among African American Adolescent Males." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553514022127236.
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Wilson, Nicole. "The development of a parent training program for single African American mothers| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588656.
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<p> Single parent families are a prevalent trend among the African American community. Low socioeconomics and compromised maternal monitoring challenge the family structure of single African American families. These challenges produce negative psychosocial outcomes for African Americans. The purpose of this project was to design a one-year program and identify a funding source to write a grant proposal. The goal of the program was to provide psycho-educational groups to increase single African American mothers' knowledge of effective communication and conflict resolution. Additionally, the program was designed to provide emotional support. Long Beach Memorial Medical Center was selected as the host agency. The Annenberg Foundation was selected as a potential funding source. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.</p>
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Johnson, Gralon Almont. "African American male pathways to college: a multi-institutional study of family involvement and influence." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20368.
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Doctor of Philosophy<br>School of Family Studies and Human Services<br>Karen S. Myers-Bowman<br>Perceptions of family influence as a source of motivation to attend college were explored. More specifically, the purpose of this study was to investigate how, and in what ways, families shaped the pathway to higher education among 12 African American male collegians. Comparisons of these perceptions across family compositions and an extant model of family influence and college choice were also explored. The students in this study attended both public and private 4-year historically Black and predominantly White colleges situated throughout seven states in the Midwest and the South. A phenomenological qualitative research approach was employed to forward this study. Also, interpretive phenomenological analysis (IPA) techniques were applied to data gleaned from face-to-face interviews. Results of the study revealed two overarching themes of family influence and college choice for African American males: (1) deliberate family involvement and (2) contextual family influences. Eight subthemes illuminate the overarching theme deliberate family involvement: (1) emphasizing hard work, (2) aiding with pre-college paperwork, (3) offering messages about value of college, (4) supporting extra-curricular activities, (5) encouraging positive decision-making, (6) cultural indoctrination, (7) providing affirming words and praise, and (8) regular accessibility. Four subthemes buttress the overarching theme contextual family influence: (1) family educational choices, (2) family participation, (3) family representation and reactions, and (4) family stress. Implications for practice and recommendations for future research are also presented.