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Title:Building parents’ leadership capacity for engagement in the New Orleans education reform landscape
Author(s):Parrott, Rebecca Tanya
Director of Research:Pratt-Clarke, Menah
Doctoral Committee Chair(s):Pratt-Clarke, Menah; Pak, Yoon
Doctoral Committee Member(s):Hood, Stafford; Mendenhall, Ruby
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educational Policy Studies
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):School reform
Education reform
Charter schools
Parent training
Parent involvement
Parent leadership
Family egagement
Social capital
New Orleans school reform
Parent capacity building
African American parents
Dual capacity building framework
Epstein's Theory of Overlapping Spheres of Influence
Parent engagement
Community organizing
Intermediary organizations
Urban league training
Parents self efficacy
Parent empowerment
Local participation in education
Charter school research
Abstract:This dissertation explores the role of a community organization’s parent leadership training program in building parent leadership capacity. Many scholars have recommended that parents find ways to become authoritative and more active participants in school and community life (Hong, 2011; Oakes & Lipton, 2006; Warren, 2005; Oakes & Lipton, 2002). Federal policy also recommends that parents engage in regular, two-way, meaningful communication with school staff regarding academics and other school activities. While there is an expectation that parents will engage with school staff as equal partners in their child’s education, very few training programs exist to help parents develop the skills, knowledge, and confidence needed to negotiate multiple roles (supporters, encouragers, monitors, decision makers, advocates, and collaborators). This study seeks to understand the ways, and to what extent, the community-sponsored Parent Leadership Training Institute in New Orleans builds the leadership skills parents need to effectively engage in schools and community life. Narrative inquiry methodology was used to capture the impact of the Parent Leadership Training Institute from the participants’ perspectives. This methodology allowed parents the opportunity to reflect on their experiences and describe their evolving roles both as individuals and collectively in the New Orleans school reform context. Data for this research study was collected during the summers of 2015 and 2016. Twenty-five parents were interviewed who participated in a Parent Leadership Training Institute cohort in New Orleans from 2012 to 2014. The narratives reveal the reasons parents participated, the education-related projects they implemented after the Parent Leadership Training Institute, and the benefits of the training for parent leaders as well as other stakeholders with whom parent leaders interacted.
Issue Date:2017-04-21
Type:Text
URI:http://hdl.handle.net/2142/97749
Rights Information:Copyright 2017 Rebecca Parrott
Date Available in IDEALS:2017-08-10
Date Deposited:2017-05


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