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An Exploration of the Alienation Experienced by African American Parents From Their Children's Educational Environment
Regina R. Brandon1*,
Kyle Higgins2,
Tom Pierce2,
Richard Tandy2,
and
Nancy Sileo2
1 San Diego State University
2 University of Nevada, Las Vegas
* To whom correspondence should be addressed. E-mail: rbrandon{at}mail.sdsu.edu.
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Abstract |
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Current research suggests that parents are a key component to the school success of their children. However, in today’s world, parents often work long hours, have more than one job, and participate in multiple responsibilities that may limit their participation. Because of the variety of factors that impinge on parents, educators often criticize them for their nonparticipation or limited participation in the school environment. The purpose of this study was to determine the degree of alienation, if any, that African American parents feel toward public education. A modified version of the Barriers to School Involvement Survey was administered to 421 African American parents. The questionnaire was factored into five problem categories for analysis (e.g., personal concerns, work, lack of interest, logistics, teacher/parent relationships). Although significance was found among the five problem categories and across the six research questions (e.g., problem categories, employment status, economics, special education vs. general education, family composition, and parent education levels), the findings indicate that parents did not view the five problem categories as a concern impacting their school involvement.
First published on July 10, 2009
Remedial and Special Education 2009, doi:10.1177/0741932509338350
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