Master of Arts, Miami University, 2024, Psychology

Studies on the schooling experiences of Black girls have shown that they impact the academic performance of these girls. While many scholarly works suggest racial infiltrations in the school system create a negative school environment and contribute to the low academic performance and misbehavior observed among Black girls, there is a need to identify protective factors that would alleviate these negative experiences. Reportedly, parenting behaviors that are closely associated with high control and low affect, have been identified as protective factors for risky behavior among Black adolescents. However, there is little known about how these behaviors impact the schooling experiences of Black girls. Hence, in this study, the effects of parenting behavior on the schooling experiences of Black girls, aged 12 to 17 years, were evaluated. The results of the Ordinal logistics regression and Spearman's rank correlation were indicative of the significant effects parenting behavior has on the schooling experiences of Black female adolescents. Contrarily, Black parenting behavior that includes praising and validating these adolescents positively affects their schooling experiences. Future research would explore how parental behaviors could differ by gender and socioeconomic status and create interventions tailored towards the parenting behaviors prominent among Black parents.

Committee: Yvette Harris Dr. (Advisor); Veronica Barrios Dr. (Committee Member); Aaron Luebbe Dr. (Committee Member) Subjects: Psychology

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study explored the principles and parental engagement contributors of Black male collegians success. Success is defined as the continuous enrollment and persistence towards graduating within six years. This study employed a basic qualitative research design along with the theoretical framework of Critical Race Achievement Ideology (CRAI). Data was collected from six Black male collegians who were recent or pending college graduates. Semi-structured interviews and a focus group was conducted to gather narratives and experiences of the Black male collegians cultivating success. Data was analyzed using both emergent and theoretical theme processes through three levels of coding. The findings revealed that Black male collegians cultivated success through activating a Critical Race Aspiration Ethos (CRAE). CRAE posited expanded CRAI principles specifically possessed by graduating Black male collegians. These principles theorized by CRAE refined success in the Black male success discourse. Additionally, CRAE asserted that parents contribute four major elements to Black male collegians' success, which cultivates success through the possession of five critical core principles. The parental engagement elements presented were inconsistent with existing parent involvement and parent engagement literature. Black male collegians centered their success around their aspirations for their families, communities and the collective Black experience. CRAE suggested that this altruistic ideology of aspiration coupled with an acknowledgment that withstanding and resisting racism were essential components to success. Several recommendations for future research and implications are suggested to enhance Black male success throughout the entire educational journey for multiple entities.

Committee: Vilma Seeberg PhD (Committee Chair); Debra Clark PhD (Committee Member); Eboni Zamani-Gallaher PhD (Committee Member) Subjects: African Americans; Education; Educational Sociology

Doctor of Education, University of Akron, 2007, Educational Administration

This dissertation examines Black parents' expectations for superintendents with a specific focus on their expectations for Black superintendents. Limited research explores expectations of Black superintendents. No research was found that explicitly explored Black parent expectations for Black superintendents. Two questions guided this descriptive study: (1) How do Black parents describe what they are looking for in a superintendent; and (2) What are the ways in which their descriptions differ for a Black superintendent. Eleven Black parents in an urban district participated in multiple one-on-one interviews. Their responses provided an overall description of expectations for a superintendent and more specifically for a Black superintendent. Moreover, analysis of the interviews yielded insights into the type of leadership that might be required of a superintendent in an urban district as well as how leadership might be different for a Black superintendent. The analysis of data revealed two themes. The first theme was Community Engagement: Visibility, Vision, and Voice. The parents in this study expected a superintendent to be visible and involved in the community; to cultivate and maintain relationships with students, parents, and community; to value the voices of people in the community; and to use his/ her own voice to act heroically for the children and the community. The second theme was Race: Acknowledgement and Importance. The responses of parents revealed influences of race as related to fulfilling the role of superintendent; acknowledging race-based views; understanding the needs and values of Black students, Black parents, and the Black community; serving as a role model to the same; and acting on behalf of Black children and the Black community. Likewise, the parents described ways that race identity is a component of leadership. Contextual factors, the complexity of needs, the desire for change, the desire for a voice in the education of their children, an (open full item for complete abstract)

Committee: Sandra Spickard Prettyman (Advisor) Subjects:

Doctor of Philosophy, Miami University, 2023, Educational Leadership

This qualitative study illuminates the counter-narratives of four Black Family Engagement Coordinators (FECs) with an explicit commitment to working with Black Families in K-12 public school spaces. This study was designed to explore how Black FECs describe and negotiate their role as a cultural broker and shed light on the approaches that they have utilized to support Black families in the public school system. This study aims to explore the range of experiences FECs have had in attempting to work in solidarity with Black families and public school systems. I will utilize Black feminist theory, intersectionality, kinship, and othermothering as a lens to explore the contextual, historical, and psychological factors that may inform the way that Black families advocate on behalf of their child's education and the ways in which FECs support Black families. This study will employ a qualitative methodology through the use of community-engaged research (CER) and the formation of an Affinity Learning Space (ALS) to surface counter-narratives of FECs. The ALS was intentionally and strategically formed to provide a collaborative learning and healing space for Black FECs, working in a formal family engagement role, who are charged with engaging and supporting families in public schools. This study concludes with a discussion and analysis of the Affinity Learning Space, limitations, and recommendations for how to support cultural brokers committed to this labor of love.

Committee: Michael Evans (Committee Chair); Lisa Weems (Committee Member); Ganiva Reyes (Committee Member); Judy Alston (Committee Member); Erica Fernandez (Committee Member) Subjects: Education; Educational Leadership

Ph.D., Antioch University, 2022, Leadership and Change

“The opportunity is there, this is what I think of when I think of role models, I think of my experience” (Anthony—a participant in this study—commenting on the effectiveness of advocating for his child). Black children encounter racism in American schools and parents need to advocate for them. The purpose of this qualitative study was to explore how Black parents developed and used their voice to advocate for their children in a predominantly White educational system with a history of racially disparate outcomes. Particularly, this study drew on the experiences of 15 participants, two men—one was a grandfather—and 13 women, whose children had successful outcomes in graduating from high school and going on to post-secondary education. The findings reflect Black parents' understanding of the need to advocate to support their child's success in getting through school: all related incidents of discrimination where they needed to speak up on behalf of their child in response to inequitable treatment within the educational system including in the classroom, participating in extracurricular activities, and in access to resources. Parents facilitated their use of voice on behalf of their children by cultivating engagement with the school, getting to know teachers and administrators, and being involved in their children's activities, making sure they were seen to make sure they would be heard when needed. Most parents in the study recalled role models in their own families as inspirations for their sense of voice in countering experiences of racism. These participants urged other Black parents to be involved and speak up for their children, and to connect with and draw on the social support of other Black parents of children in school. These findings suggest that as we continue to work to address systemic racism disadvantaging the most vulnerable of our community, our children, parental voice by individuals and within the Black community contributes to getting heard at the (open full item for complete abstract)

Committee: J. Beth Mabry Ph.D. (Committee Chair); Jon Wergin Ph.D. (Committee Member); Adriennie Hatten Ph.D. (Committee Member) Subjects: Academic Guidance Counseling; African Americans; Black History; Black Studies; Communication; Education; Education History; Education Policy; Educational Leadership; Educational Theory; Personal Relationships; School Administration; Secondary Education

Master of Arts, Oberlin College, 1987, Sociology

The theoretical basis for the present study derives from the recent emergence of child care as a major issue of social policy and from the apparent influence of social networks on child care practices. The review of the literature which follows will describe the development of concern over child care policy and practice and the current state of research relative to it, with emphasis on studies of self-care. Further discussion of the role of social networks in child-care choices and the general differences between blacks and whites in the use of these networks will provide the basis for the hypothesis of the study.

Committee: Albert McQueen (Advisor) Subjects: Families and Family Life; Sociology