Doctor of Education , University of Dayton, 2023, Educational Administration

Parental involvement in schools can make a difference on the success of the children at the school. The parental involvement in inner-city schools has been researched on the positive effects it can have on schools. However, there is not a best practices method of raising parental involvement. This research looks at the parental involvement at Roosevelt Elementary School. The research included why the parents and/or families were not involved and different ways the school was able to include more families to be involved at the school due to less than 10% of all families in the building being involved in activities. The literature review opened up ideas and ways to begin searching but provided little help on the best method to use. Bronfenbrenner (1979) and his social-ecological theory focusing on relationships became the framework to developing ways to raise parental involvement. The action research included sending parents open-ended questions to find why parents were not involved and what activities they would like to see at the school to be part of. The surveys were carefully analyzed, and an action plan was created to help increase parental involvement at the school. The action plan is currently being enacted and results from the beginning actions are shared. The implications of the study are the findings may help to develop a method for schools to use in order to increase parental involvement in an inner-city location.

Committee: Elizabeth Essex (Committee Chair); Douglas Hearrington (Committee Member); Anthony Peddle (Committee Member) Subjects: Educational Leadership; Elementary Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This qualitative research study used critical narrative inquiry methods to investigate the experiences of TRIO Upward Bound Program alumni during their program participation, and to explore how those experiences, according to participants' own accounts, influenced their creation of a college-college going culture in their households for their own children. TRIO Upward Bound is a federally funded college access program that serves first-generation, low-income high school students, providing support and motivation to pursue higher education. Study participants were alumni of TRIO Upward Bound Programs in the state of Ohio who have earned a baccalaureate degree or higher, and are now the parents of college-enrolled or college-graduated children. The theoretical frameworks utilized in these analyses were cultural and social capital, and funds of knowledge. Study participants described receiving assistance with their high school-to-college transition, academic support, and mentoring through their participation in Upward Bound. They also shared that Upward Bound exposed them to experiences that increased their cultural and social capital, building upon the funds of knowledge they had received from their parents and other family members. The participants further recounted how they used their Upward Bound Program experiences to shape college-going cultures in their homes, and create pathways into higher education for their children. Implications for practice involving student recruitment, alumni connections, and creating college-going cultures are detailed, as well as implications for policy that include increased funding for TRIO Programs, participant tracking beyond six years after high school graduation, and changes in federal reporting structures.

Committee: Mary Ziskin Ph.D. (Committee Chair); Pamela Young Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Ruth Thompson-Miller Ph.D. (Committee Member) Subjects: Education; Higher Education; Secondary Education

MA, University of Cincinnati, 2013, Arts and Sciences: Sociology

Drawing on social and cultural capital theories, this study examines the complex process in which both family- and school-based factors influence students' college enrollment decisions. While many studies examine the role of parents and the school from the perspective of parents and/or teachers, this study adds to the current literature by examining students' perceptions of the role that both parents and schools play in the college enrollment decision-making process. This study draws on 19 in-depth interviews (with 2 administrators and 17 high school seniors) conducted in the spring of 2011. The findings suggest that students' perceptions of their parents' involvement differ by social class for some, but not all, dimensions of parental involvement. Social class differences emerged in students' perceptions of their parents' involvement in their schoolwork, parents' expectations for educational attainment, and parents' aligned action. Social class differences in the students' use of college-related resources at the school were less clear, however, the resources available at the school appeared to make more of a difference for lower-income students. Implications for future research are discussed.

Committee: Littisha Bates Ph.D. (Committee Chair); Annulla Linders Ph.D. (Committee Member) Subjects: Educational Sociology

Doctor of Philosophy, The Ohio State University, 2010, Social Work

The importance of the principal has been found to be a critical factor in student and school success. School principal responsibilities traditionally encompass operations and management. However, many principals are unable to fulfill these expectations because of students' social and behavioral issues. Consequently, this qualitative study explored principals' perceptions, experiences, and resources needed to address non-academic barriers to learning. Tape-recorded semi-structured interviews, non-participant observations, and a demographic questionnaire provided the sources for data collection. The purposive sample was comprised of 19 principals from urban and suburban schools. Grounded-theory methods and a computer-assisted qualitative data analysis software program were used to analyze data. Following data analysis, four major themes emerged: (1) the hustle; (2) support from home; (3) it-factor; and (4) student baggage. Additionally, three sub-themes emerged: (a) relationship building; (b) the need for additional pupil-support services; and (c) university training. The findings revealed that principals believe that specific resources are needed to address non-academic barriers to learning, including: (1) additional pupil-support staff; (2) more parental involvement to bridge home to school; (3) collegiate courses on non-academic barriers; and(4)educator training on rapport-building skills. The results of this study provide information for educators to identify gaps in knowledge preparation to work more effectively with students and families. The results also inform educators of pupil-support service staff of appropriate methods for combating non-academic barriers to learning and providing resources in schools. This study is beneficial for school social workers for understanding the needs of education administrators, resource service gaps in school systems, and avenues to advocate for change with education reform policies. Recommendations for school social work re (open full item for complete abstract)

Committee: Gilbert Greene PhD (Advisor); Mo Yee Lee PhD (Committee Member); Antoinette Miranda PhD (Committee Member) Subjects: Education; School Administration; Social Work

Doctor of Philosophy, The Ohio State University, 2008, ED Policy and Leadership

This qualitative study explores engagement experiences of low income and minority parents in the work of schools since the implementation of No Child Left Behind in order to understand relationships between parental involvement, school improvement, and parental support for student academic achievement. This inquiry observes an urban, Midwestern school district that has implemented parent liaison programs designed to empower parents toward active participation in the academic lives of their children. Through this qualitative study, I explore district-wide parental engagement efforts to assess how low income and minority parents are included in parent involvement initiatives. Specific methodology for this study includes observations, interviews, focus groups and document analysis. Case study data from two schools is examined in depth. Findings from the case studies are then used to compare to overall district patterns. Data from this research is analyzed using literature on parental engagement and school improvement, and theoretical frameworks of social capital, implementation theory, and democratic theory.

Committee: Philip Daniel PhD (Advisor); Ann Allen PhD (Committee Member); Michael Glassman PhD (Committee Member); James Moore PhD (Committee Member); Jill Rafael-Fortney PhD (Committee Member) Subjects: Education

Master of Arts (MA), Ohio University, 2008, Sociology (Arts and Sciences)

This ethnographic research studies the ways that teachers in a rural elementary school use social class indicators to understand the social class of their students. It focuses upon the importance of face-to-face interaction, and teacher perception, in this process. This research indicates that the teachers in this rural elementary school use their understanding of student social class to categorize students into either "quality student" roles or "deficient student" roles. Once categorized into these roles, students receive differential socialization patterns, and therefore differential advantages, based upon those roles, which ultimately reproduces existing social inequalities.

Committee: Edward Morris PhD (Committee Chair); Debra Henderson PhD (Committee Member); Ann Tickamyer PhD (Committee Member) Subjects: Sociology

Master of Science, Miami University, 2011, Family and Child Studies

The purpose of the study is to investigate parental involvement on the student's educational attainment in High School. Previous research has that parent involvement is related to educational outcomes for children of young ages but there has not been as much research on high school aged children. It is anticipated that a strong, positive parent-child relationship and high parent(s) expectations for the child will be associated with successful educational attainment as measured by receiving a high school diploma Data from the Educational Longitudinal Study: 2002. Logistic regression was used to analyze whether or not the student graduated from high school. The outcome variable is whether or not the student graduated from high school and the predictor variable consists of different elements of parental involvement. This study will help contribute to the literature already in existence aiming to portray positive results, rather than negative ones, for the poor African American community.

Committee: Sellers Sherrill Dr. (Committee Chair); Alfred Joseph Dr. (Committee Member); Gary Peterson Dr. (Committee Member) Subjects: African Americans; Education

Master of Arts (MA), Bowling Green State University, 2009, Sociology

It has been well-documented that the more parents are involved, the less likely adolescents are depressed. However, the mechanisms through which parental involvement are linked with adolescent depression are not clear. Applying the social stress model, this paper seeks to examine whether adolescent coping strategies mediate the relationship between parental involvement and adolescent depression, as well as whether social stressors moderate the association of parental involvement with adolescent depression. Also, this paper explores the varying effects of different types of parental involvement on adolescent depression; and whether parenting styles are more reactive or proactive in nature. Using data from National Longitudinal Study of Adolescent Health Wave I and Wave II, it is found that parental involvement reduces adolescent depression, but not through enhancing adolescent coping strategies. Parental involvement does moderate the effect of social stressors, but parental involvement is only beneficial when social stressors are low, not when they are high. It is noteworthy that shared activities play as important a role as does communication in reducing adolescent depression. Moreover, the effect of shared activities is more robust, as demonstrated by fixed effects models. Results from cross-lagged models provided evidence of both reactive and proactive parenting styles.

Committee: Raymond Swisher Ph.D (Committee Chair); Alfred DeMaris Ph.D (Committee Member); Gary Oates Ph.D (Committee Member) Subjects: Social Psychology; Sociology