Theses and Dissertations from DePaul University

Date of Award

5-23-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

First Advisor

Amira Proweller

Abstract

The purpose of this qualitative research study was to understand the experiences of six diverse families when Chicago Public Schools (CPS) failed to meet their children’s educational needs. The children attended grades k-8 in four Chicago neighborhoods. Nine family members from three generations were interviewed. They related school responses to their children’s behavior, and emphasized school failures and refusal to communicate with them and to provide and implement IEP and 504 Plans for their children. In response, family members advocated within and outside of CPS, searched for resources, used insider knowledge, bonded with other parents, and made major life changes. Fighting for their children’s needs, they described suffering emotional stress, health breakdowns, financial loss, frayed relationships, and moral injury. Despite experiencing harm, families showed resilience and became activists for their own and other children. The study revealed that school failure has a comprehensive impact on the entire family, that personal and school resources do not consistently prevent children from losing services, and that, despite suffering harm, families become empowered as they fight for their own and other children. Research shows school responses to children’s behavior often discriminates against children who are Black, Indigenous, Latinx, and have disabilities. Scholarship stresses the importance of family-school relationships to student success, but family voices are largely absent from scholarship, school decision-making, and policy. This study contributes the needed perspectives and lived experiences of families, voices are essential to create systemic and urgent change needed for Chicago Public Schools.

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