Publication Date

Spring 2025

Document Type

Capstone Project

Degree Name

Doctor of Education

Department

Interdisciplinary Leadership

First Advisor

Dr. Deborah King

Second Advisor

Dr. Matthew Cooney

Third Advisor

Dr. Christopher Dignam

Abstract

National research shows that one-third of parents participate in their child's school. However, in urban and low-income schools that serve African American students, parent participation rates are even lower. The African American family's low participation in the educational process has long been an issue in education. For this reason, Epstein's Theory of Overlapping Spheres is used to explore the perceptions of school leadership regarding parental involvement in urban schools. A qualitative research methodology was used, and data were collected through structured interviews with school principals and teachers. The population for this study consisted of three principals and five teachers from a targeted elementary school with predominantly African American students located in the Midwest region of the United States.

The data from the principal and teacher interviews revealed multiple factors related to parent involvement in schools with a majority African American population. In interviews, several recurring themes emerged, which include employment responsibilities, mobility barriers, a lack of academic confidence, and negative school experiences. Findings also highlighted school climate, capacity to build trust in relationships, race and culture, leadership and communication practices in relation to parent-school partnerships. Teachers' and principals' perspectives suggest that parent involvement is about building relationships and is shaped by trust, respect, access, and the school's ability to create meaningful opportunities for families. These findings show the barriers and new possibilities for reframing how we involve parents in more equitable and affirming ways.

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