Advisor(s) - Committee Chair
Nicholas Brake (Director), Lester Archer, Whitney Peake
Department of Educational Administration, Leadership, and Research
Doctor of Education
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.
Curriculum and Instruction | Educational Leadership | Elementary Education | Other Education
Kirby-Curlin, LaTiya Evette, "Collaboration Among Parents of African-American Students and a Church Sponsored Tutoring Program" (2022). Dissertations. Paper 217.