Publication Date

Spring 2022

Advisor(s) - Committee Chair

Nicholas Brake (Director), Lester Archer, Whitney Peake

Degree Program

Department of Educational Administration, Leadership, and Research

Degree Type

Doctor of Education

Abstract

This study examines the lived experiences of African-American parents with children who attend a church-sponsored tutoring program. While this study focuses on the African- American parents' perspectives and lived experiences, the study provides an insight into the barriers that impact the implementation and success of the program, challenges of parental involvement, and promotes a higher level of academic achievement in education. This study provides information about lessening the barriers and the way in which parent involvement plays an essential part in a child's education. This qualitative study consisted of nine semi-structured interviews that focused on capturing information as well as barriers that impacted African- American elementary students' academic growth and achievement when church tutoring programs and parents collaborate.

The constant-comparative analysis was employed to develop five themes: (1) enrollment reasons varied by individuals, (2) improved grades are expected, (3) time spent on homework is a team approach, (4) a negative attitude does not always determine a lack of success, and (5) group tutoring sessions are not favored. The research findings provide meaningful information for parents and churches interested in the academic growth and achievement of African- American children. This study has implications for parents; churches; and academicians with research interests focused on the barriers, parental involvement, and strategies that contribute to the academic success of African-American children.

Disciplines

Curriculum and Instruction | Educational Leadership | Elementary Education | Other Education

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