A Case Study: Exploring African American Parental Involvement of Students with Disabilities in Transition Planning in an Urban School District

Autor/in	Hicks, Simone B.
Titel	A Case Study: Exploring African American Parental Involvement of Students with Disabilities in Transition Planning in an Urban School District
Quelle	(2018), (170 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Ohio University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-9600-1
Schlagwörter	Hochschulschrift; Dissertation; African Americans; Parent Participation; Disabilities; African American Students; Transitional Programs; Planning; High Schools; Cooperative Planning; Student Needs; Parent Rights; Empowerment; Resistance (Psychology); Knowledge Level; Parent School Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Elternmitwirkung; Handicap; Behinderung; African Americans; Student; Students; Schüler; Schülerin; Studentin; Ablaufplanung; Planungsprozess; High school; Oberschule; Elternrecht; Resistenz; Wissensbasis; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this qualitative case study is to explore African American parental involvement of students with disabilities during transition planning in urban high schools. Through an explanatory case study the author seeks to gain a better understanding of parental involvement during the transition process in preparation for employment or college. Data were collected through semi-structured interviews and document analysis and analyzed through Joyce Epstein's (1995) parental involvement framework to explain the central phenomenon of how African American parental involvement occurs in urban city schools. Themes identified were: parents as experts; emphasis on meeting the individual needs of the student; resistance versus empowerment; and knowledge gap of parental rights. Implications are relative to students with disabilities, parents, teachers, administration, and the field of counseling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01