Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
Abstract The purpose of this qualitative case study was to describe the barriers that prevent parents from low socioeconomic backgrounds from being involved in their children’s high school education at District X in rural East Texas. Fifteen high school teacher participants were interviewed and provided their experiences and perceptions to support the interviews and focus groups. The primary findings identified teachers’ perceptions of the barriers that prevent parental involvement, parents’ commitment to their children’s high school education, and the teacher’s role in removing barriers that prevent parents from low socioeconomic backgrounds from being involved in their children’s high school education. Building solid partnerships, attending cultural and parental involvement training, creating shared commitments with parents, and developing positive perceptions of parents were strategies teachers used to help remove barriers that prevented parents from low socioeconomic backgrounds from being involved in their children’s high school education. Increasing two-way communication with parents, being culturally sensitive, and improving COVID-19 safety measures created a welcoming environment for parents. School districts must improve professional development practices throughout the school year to increase parental involvement through creative strategies and programs. This study is important because of the decrease in parental involvement for parents from low socioeconomic backgrounds, and it provides pertinent information for parents and teachers to create a sustainable partnership.
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Shepherd, Jason, "Removing Barriers That Prevent Parents From Low Socioeconomic Backgrounds From Being Involved in Their Children’s High School Education" (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 541.