African American Parent Perspectives on Positive Relationships with Their Children's Teachers

Autor/in	Montpas, Angela M.
Titel	African American Parent Perspectives on Positive Relationships with Their Children's Teachers
Quelle	(2019), (208 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-6986-5
Schlagwörter	Hochschulschrift; Dissertation; Parent Attitudes; African Americans; Children; Parent Teacher Cooperation; Positive Attitudes; Teacher Student Relationship; Communication Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternverhalten; Afroamerikaner; Child; Kind; Kinder; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstil
Abstract	Despite research that suggests that improved relationships between African American parents and their children's teachers may be effective in supporting better academic outcomes, few studies have been conducted from the perspectives of African American parents. To address this gap in the literature, this study examined the research question: How are positive parent-teacher relationships characterized by African American parents? To address this research question, I relied on a qualitative, grounded theory approach in combination with Black feminist epistemology as the conceptual framework as a way to privilege the voices of African American parents. Open-ended interviews provided data on ways that 13 African American parents characterize positive relationships with up to five of their children's teachers for a total of 20 teacher descriptions. I analyzed the data using the constant comparative method and addressed validity via member checks. Teachers with whom the parents had positive relationships: a) connected with parents, b) cared for the child, c) had a shared commitment to the success of the child, d) stayed focused on learning, and e) effectively communicated. The study advances a theory of African American family positive relationships with teachers. [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